Correlat ion of

Reading Explorer 1, 3/ E,
by Nancy Douglas/ David Bohlke,
© 2020,
ISBN: 9780357116258
to
Common European Framework of
Reference for Languages
Levels A2-B1
 Standards SE Where Addressed TG Where Addressed
Communicative language activities and strategies
Reception Activities
Spoken Reception
OVERALL LISTENING COMPREHENSION
A2
Can understand enough to be able to meet needs of a concrete type provided speech is Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
clearly and slowly articulated. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 158, 172 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80

Can understand phrases and expressions related to areas of most immediate priority (e.g. Critical Thinking: 45, 68, 127; Critical Thinking: 25, 35, 61;
very basic personal and family information, shopping, local geography, employment),
provided speech is clearly and slowly articulated. While You Watch/Critical Thinking: 20 While You Watch/Critical Thinking: 14

B1
Can understand straightforward factual information about common everyday or job Critical Thinking: 40, 45, 68, 127; Critical Thinking: 23, 25, 35, 61;
related topics, identifying both general messages and specific details, provided speech is
clearly articulated in a generally familiar accent. While You Watch/Critical Thinking: 20, 130 While You Watch/Critical Thinking: 14, 62

Can understand the main points of clear standard speech on familiar matters regularly Critical Thinking: 40, 45, 108, 127; Critical Thinking: 23, 25, 53, 61;
encountered in work, school, leisure etc., including short narratives.
While You Watch/Critical Thinking: 34, 76, 130 While You Watch/Critical Thinking: 20,
38, 62

UNDERSTANDING CONVERSATION BETWEEN OTHER SPEAKERS

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A2
Can generally identify the topic of discussion around him/her that is conducted slowly and Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
clearly. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can recognise when speakers agree and disagree in a conversation conducted slowly and 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
clearly.
While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 158, 172 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80

Standards SE Where Addressed TG Where Addressed

Can follow in outline short, simple social exchanges, conducted very slowly and clearly. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80
158, 172 Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

B1
Can follow much of everyday conversation and discussion, provided it takes place in Discussion: 22, 28, 36, 42, 64, 84, 89, Discussion: 16, 18, 22, 24, 34, 52, 54
standard speech and is clearly articulated in a familiar accent. 92, 106, 110, 118, 152, 157

Can generally follow the main points of extended discussion around him/her, provided Discussion: 22, 28, 36, 42, 64, 84, 89, Discussion: 16, 18, 22, 24, 34, 52, 54
speech is clearly articulated in standard speech. 92, 106, 110, 118, 152, 157

LISTENING AS A MEMBER OF A LIVE AUDIENCE

A2
Can follow the general outline of a demonstration or presentation on a familiar or Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
predictable topic, where the message is expressed slowly and clearly in simple language 103-104, 115-116, 129-130, 80
and there is visual support (e.g. slides, handouts). 143-144, 157-158, 171-172

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Can follow a very simple, well-structured presentation or demonstration, provided that it Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
is illustrated with slides, concrete examples or diagrams, it is delivered slowly and clearly 103-104, 115-116, 129-130, 80
with repetition and the topic is familiar. 143-144, 157-158, 171-172
Can understand the outline of simple information given in a predictable situation, such as
on a guided tour, e.g. ‘This is where the President lives.’

B1
Can follow a lecture or talk within his/her own field, provided the subject matter is familiar Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
and the presentation straightforward and clearly structured. 103-104, 115-116, 129-130, 80
Can distinguish between main ideas and supporting details in standard lectures on familiar 143-144, 157-158, 171-172
subjects, provided these are delivered in clearly articulated standard speech.

Standards SE Where Addressed TG Where Addressed

Can follow in outline straightforward short talks on familiar topics, provided these are Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
delivered in clearly articulated standard speech. 103-104, 115-116, 129-130, 80
Can follow a straightforward conference presentation or demonstration with visual 143-144, 157-158, 171-172
support (e.g. slides, handouts) on a topic or product within his/her field, understanding
explanations given.
Can understand the main points of what is said in a straightforward monologue like a
guided tour, provided the delivery is clear and relatively slow.
LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS
A2
Can understand and follow a series of instructions for familiar, everyday activities such as The opportunity to address this standard The opportunity to address this standard
sports, cooking, etc. provided they are delivered slowly and clearly. exists. For example, see: exists. For example, see:
Can understand straightforward announcements (e.g. a telephone recording or radio Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
announcement of a cinema programme or sports event, an announcement that a train has 103-104, 115-116, 129-130, 80
been delayed, or messages announced by loudspeaker in a supermarket), provided the 143-144, 157-158, 171-172
delivery is slow and clear.

Can catch the main point in short, clear, simple messages and announcements. Can The opportunity to address this standard The opportunity to address this standard
understand simple directions relating to how to get from X to Y, by foot or public exists. For example, see: exists. For example, see:
transport. Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
Can understand basic instructions on times, dates and numbers etc., and on routine tasks 103-104, 115-116, 129-130, 80
and assignments to be carried out. 143-144, 157-158, 171-172
B1

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Can understand simple technical information, such as operating instructions for everyday The opportunity to address this standard The opportunity to address this standard
equipment. exists. For example, see: exists. For example, see:
Can follow detailed directions. Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
Can understand public announcements at airports, stations and on planes, buses and 103-104, 115-116, 129-130, 80
trains, provided these are clearly articulated in standard speech with minimum 143-144, 157-158, 171-172
interference from background noise.
LISTENING TO AUDIO MEDIA AND RECORDINGS
A2
Can understand the most important information contained in short radio commercials The opportunity to address this standard The opportunity to address this standard
concerning goods and services of interest (e.g. CDs, video games, travel, etc.). exists. For example, see: exists. For example, see:
Can understand in a radio interview what people say they do in their free time, what they Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
particularly like doing and what they do not like doing, provided that they speak slowly 103-104, 115-116, 129-130, 80
and clearly. 143-144, 157-158, 171-172

Standards SE Where Addressed TG Where Addressed

Can understand and extract the essential information from short, recorded passages The opportunity to address this standard exists. The opportunity to address this standard exists.
dealing with predictable everyday matters that are delivered slowly and clearly. For example, see: For example, see:
Can extract important information from short radio broadcasts, such as the weather Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62,
forecast, concert announcements or sports results, provided that people talk clearly. 103-104, 115-116, 129-130, 68, 74, 80
Can understand the important points of a story and manage to follow the plot, provided 143-144, 157-158, 171-172
the story is told slowly and clearly.

B1
Can understand the information content of the majority of recorded or broadcast audio Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
material on topics of personal interest delivered in clear standard speech. 103-104, 115-116, 129-130, 80
143-144, 157-158, 171-172
Can understand the main points of radio news bulletins and simpler recorded material The opportunity to address this standard exists. The opportunity to address this standard exists.
about familiar subjects delivered relatively slowly and clearly. For example, see: For example, see:
Can understand the main points and important details in stories and other narratives Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
(e.g. a description of a holiday), provided the speaker speaks slowly and clearly. 103-104, 115-116, 129-130, 80
143-144, 157-158, 171-172

Written Reception

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OVERALL READING COMPREHENSION
A2
Can understand short, simple texts on familiar matters of a concrete type which consist of Reading: 9, 14-15, 23-24, 29, 37-38, 43, Reading: 10, 12, 16, 18, 22, 24, 28, 30,
high frequency everyday or job-related language. 51-52, 57, 65-66, 71, 79-80, 85, 93-94, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64, 66, 70,
99, 106, 111, 119-120, 125,133-134, 72, 76, 78
139, 147-148, 153, 161-162, 167
Can understand short, simple texts containing the highest frequency vocabulary, including Reading: 9, 14-15, 23-24, 29, 37-38, 43, Reading: 10, 12, 16, 18, 22, 24, 28, 30,
a proportion of shared international vocabulary items. 51-52, 57, 65-66, 71, 79-80, 85, 93-94, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
99, 106, 111, 119-120, 125,133-134, 66, 70, 72, 76, 78;
139, 147-148, 153, 161-162, 167;
Vocabulary Practice: 11, 13, 17, 19, 23,
Vocabulary Practice: 12, 18, 27, 32, 41, 46, 55, 25, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55,
60, 69, 74, 83, 88, 97, 102, 109, 114, 123, 128, 59, 61, 65, 67, 71, 73, 77, 79
137, 142, 151, 156, 165,
170

Standards SE Where Addressed TG Where Addressed

B1
Can read straightforward factual texts on subjects related to his/her field and interests Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
with a satisfactory level of comprehension. 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163,
167-168

READING CORRESPONDENCE
A2
Can understand a simple personal letter, email or post in which the person writing is This standard is not directly addressed in this
talking about familiar subjects (such as friends or family) or asking questions on these edition of Reading Explorer 1.
subjects.
Can understand basic types of standard routine letters and faxes (enquiries, orders, letters
of confirmation etc.) on familiar topics.

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Can understand short simple personal letters. This standard is not directly addressed in this
Can understand very simple formal emails and letters (e.g. confirmation of a booking or edition of Reading Explorer 1.
on-line purchase).

B1
Can understand formal correspondence on less familiar subjects well enough to redirect it This standard is not directly addressed in this
to someone else. edition of Reading Explorer 1.
Can understand the description of events, feelings and wishes in personal letters well This standard is not directly addressed in this
enough to correspond regularly with a pen friend. edition of Reading Explorer 1.
Can understand straightforward personal letters, emails or postings giving a relatively
detailed account of events and experiences.
Can understand standard formal correspondence and online postings in his/her area of
professional interest.

READING FOR ORIENTATION

A2
Can find specific information in practical, concrete, predictable texts (e.g. travel This standard is not directly addressed in this
guidebooks, recipes), provided they are written in simple language. edition of Reading Explorer 1.
Can understand the main information in short and simple descriptions of goods in
brochures and websites (e.g. portable digital devices, cameras, etc.).

Standards SE Where Addressed TG Where Addressed

Can find specific, predictable information in simple everyday material such as This standard is not directly addressed in this
advertisements, prospectuses, menus, reference lists and timetables. edition of Reading Explorer 1.
Can locate specific information in lists and isolate the information required (e.g.
use the ‘Yellow Pages’ to find a service or tradesman).
Can understand everyday signs and notices etc. in public places, such as streets,
restaurants, railway stations, in workplaces, such as directions, instructions, hazard
warnings.

B1

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Can scan longer texts in order to locate desired information, and gather information from Scanning: 22, 31, 101, 150, 155, 166 Scanning: 16, 19, 49, 70, 73, 78
different parts of a text, or from different texts in order to fulfil a specific task.
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 find and understand relevant information in everyday material, such as letters, Scanning: 22, 31, 101, 150, 155, 166 Scanning: 16, 19, 49, 70, 73, 78
brochures and short official documents.
Can pick out important information about preparation and usage on the labels on
foodstuffs and medicine.
Can assess whether an article, report or review is on the required topic.
Can understand the important information in simple, clearly drafted adverts in
newspapers or magazines, provided that there are not too many abbreviations.

READING FOR INFORMATION AND ARGUMENT

A2
Can identify specific information in simpler written material he/she encounters such as Reading: 9, 14-15, 23-24, 29, 37-38, 43, Reading: 10, 12, 16, 18, 22, 24, 28, 30,
letters, brochures and short newspaper articles describing events. Can follow the general 51-52, 57, 65-66, 71, 79-80, 85, 93-94, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
outline of a news report on a familiar type of event, provided that the contents are 99, 106, 111, 119-120, 125,133-134, 66, 70, 72, 76, 78;
familiar and predictable. 139, 147-148, 153, 161-162, 167;
Can pick out the main information in short newspaper reports or simple articles in which Vocabulary Practice: 11, 13, 17, 19, 23,
figures, names, illustrations and titles play a prominent role and support the meaning of Vocabulary Practice: 12, 18, 27, 32, 41, 46, 55, 25, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55,
the text. 60, 69, 74, 83, 88, 97, 102, 109, 114, 123, 128, 59, 61, 65, 67, 71, 73, 77, 79
Can understand the main points of short texts dealing with everyday topics (e.g. lifestyle, 137, 142, 151, 156, 165,
hobbies, sports, weather). 170

Standards SE Where Addressed TG Where Addressed

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Can understand texts describing people, places, everyday life, and culture, etc., provided Reading: 9, 14-15, 23-24, 29, 37-38, 43, Reading: 10, 12, 16, 18, 22, 24, 28, 30,
that they are written in simple language. 51-52, 57, 65-66, 71, 79-80, 85, 93-94, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
Can understand information given in illustrated brochures and maps, e.g. the principal 99, 106, 111, 119-120, 125,133-134, 66, 70, 72, 76, 78;
attractions of a city or area. 139, 147-148, 153, 161-162, 167;
Can understand the main points in short news items on subjects of personal interest (e.g. Vocabulary Practice: 11, 13, 17, 19, 23,
sport, celebrities). Vocabulary Practice: 12, 18, 27, 32, 41, 25, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55,
Can understand a short factual description or report within his/her own field, provided 46, 55, 60, 69, 74, 83, 88, 97, 102, 109, 59, 61, 65, 67, 71, 73, 77, 79
that it is written in simple language and does not contain unpredictable detail. 114, 123, 128, 137, 142, 151, 156, 165, 170
Can understand most of what people say about themselves in a personal ad or post and
what they say they like in other people.

B1
Can understand straightforward, factual texts on subjects relating to his/her interests or Reading: 9, 14-15, 23-24, 29, 37-38, 43, Reading: 10, 12, 16, 18, 22, 24, 28, 30,
studies. 51-52, 57, 65-66, 71, 79-80, 85, 93-94, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
Can understand short texts on subjects that are familiar or of current interest, in which 99, 106, 111, 119-120, 125,133-134, 66, 70, 72, 76, 78;
people give their points of view (e.g. critical contributions to an online discussion forum or 139, 147-148, 153, 161-162, 167;
readers’ letters to the editor). Vocabulary Practice: 11, 13, 17, 19, 23,
Can identify the main conclusions in clearly signalled argumentative texts. Vocabulary Practice: 12, 18, 27, 32, 41, 25, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55,
Can recognise the line of argument in the treatment of the issue presented, though not 46, 55, 60, 69, 74, 83, 88, 97, 102, 109, 59, 61, 65, 67, 71, 73, 77, 79
necessarily in detail. 114, 123, 128, 137, 142, 151, 156, 165, 170

Can recognise significant points in straightforward newspaper articles on familiar subjects. Reading: 9, 14-15, 23-24, 29, 37-38, 43, Reading: 10, 12, 16, 18, 22, 24, 28, 30,
Can understand most factual information that he/she is likely to come across on familiar 51-52, 57, 65-66, 71, 79-80, 85, 93-94, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
subjects of interest, provided he/she has sufficient time for re-reading. 99, 106, 111, 119-120, 125,133-134, 66, 70, 72, 76, 78;
Can understand the main points in descriptive notes such as those on museum exhibits 139, 147-148, 153, 161-162, 167;
and explanatory boards in exhibitions. Vocabulary Practice: 11, 13, 17, 19, 23,
Vocabulary Practice: 12, 18, 27, 32, 41, 46, 55, 25, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55,
60, 69, 74, 83, 88, 97, 102, 109, 114, 123, 128, 59, 61, 65, 67, 71, 73, 77, 79
137, 142, 151, 156, 165, 170

READING INSTRUCTIONS
A2
Can understand regulations, for example safety, when expressed in simple language. Reading Skill: 87 Reading Skill: 43
Can understand short written instructions illustrated step by step (e.g. for installing new
technology).

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 Standards SE Where Addressed TG Where Addressed
Can understand simple instructions on equipment encountered in everyday life – such as a The opportunity to address this standard The opportunity to address this standard
public telephone. exists. For example, see: Reading Skill: 87 exists. For example, see: Reading Skill: 43
Can understand simple, brief instructions provided that they are illustrated and not written
in continuous text.
Can understand instructions on medicine labels expressed as a simple command e.g. ‘Take
before meals’ or ‘Do not take if driving.
Can follow a simple recipe, especially if there are pictures to illustrate the most important
steps.
B1
Can understand instructions and procedures in the form of a continuous text, for example Reading Skill: 87 Reading Skill: 43
in a manual, provided that he/she is familiar with the type of process or product
concerned.
Can understand clearly written, straightforward instructions for a piece of equipment. The opportunity to address this standard The opportunity to address this standard exists.
Can follow simple instructions given on packaging, e.g. cooking instructions. Can exists. For example, see: Reading Skill: 87 For example, see:
understand most short safety instructions, (e.g. on public transport or in manuals for the Reading Skill: 43
use of electrical equipment).

READING AS A LEISURE ACTIVITY

A2
Can understand enough to read short, simple stories and comic strips involving familiar, Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
concrete situations written in high frequency everyday language. 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
Can understand the main points made in short magazine reports or guide entries that deal 85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
with concrete everyday topics (e.g. hobbies, sports, leisure activities, animals). 111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163,
167-168

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Can understand short narratives and descriptions of someone’s life that are written in Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
simple words. 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
Can understand what is happening in a photo story (e.g. in a lifestyle magazine) and form 85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
an impression of what the characters are like. 111-112, 119-121, 125-126, 133-135,
Can understand much of the information provided in a short description of a person (e.g. a 139-140, 147-149, 153-154, 161-163, 167-168
celebrity).
Can understand the main point of a short article reporting an event that follows a
predictable pattern (e.g. the Oscars), provided it is clearly written in simple language.

Standards SE Where Addressed TG Where Addressed

B1
Can read newspaper / magazine accounts of films, books, concerts etc. written for a wider This standard is not directly addressed in this
audience and understand the main points. edition of Reading Explorer 1.
Can understand simple poems and song lyrics written in straightforward language and
style.

Can understand the description of places, events, explicitly expressed feelings and This standard is not directly addressed in this
perspectives in narratives, guides and magazine articles that are written in high frequency, edition of Reading Explorer 1.
everyday language.
Can understand a travel diary mainly describing the events of a journey and the
experiences and discoveries the person made.
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.

Audio-Visual Reception
WATCHING TV, FILM AND VIDEO
A2
Can identify the main point of TV news items reporting events, accidents etc. where the The opportunity to address this standard exists. The opportunity to address this standard exists.
visual supports the commentary. For example, see: For example, see:
Can follow a TV commercial or a trailer for or scene from a film, understanding what the Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
actors are talking about, provided that the images are a great help in understanding and 103-104, 115-116, 129-130, 80
the delivery is clear and relatively slow. 143-144, 157-158, 171-172

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Can follow changes of topic of factual TV news items, and form an idea of the main The opportunity to address this standard exists. The opportunity to address this standard exists.
content. For example, see: For example, see:
Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
103-104, 115-116, 129-130, 80
143-144, 157-158, 171-172

B1
Can understand a large part of many TV programmes on topics of personal interest such as The opportunity to address this standard exists. The opportunity to address this standard exists.
interviews, short lectures, and news reports when the delivery is relatively slow and clear. For example, see: For example, see:
Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
103-104, 115-116, 129-130, 80
143-144, 157-158, 171-172

Standards SE Where Addressed TG Where Addressed

Can follow many films in which visuals and action carry much of the storyline, and which The opportunity to address this standard exists. The opportunity to address this standard exists.
are delivered clearly in straightforward language. For example, see: For example, see:
Can catch the main points in TV programmes on familiar topics when the delivery is Video: 19-20, 33-34, 47-48, 61-62, 7576, 89-90, Video: 14, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74,
relatively slow and clear. 103-104, 115-116, 129-130, 80
143-144, 157-158, 171-172

Reception Strategies
IDENTIFYING CUES AND INFERRING (SPOKEN & WRITTEN)
A2
Can use an idea of the overall meaning of short texts and utterances on everyday topics of Vocabulary Practice: 12, 18, 27, 32, 41, Vocabulary Practice: 11, 13, 17, 19, 23,
a concrete type to derive the probable meaning of unknown words from the context. 46, 55, 60, 69, 74, 83, 88, 97, 102, 109, 25, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55,
Can exploit his/her recognition of known words to deduce the meaning of unfamiliar 114, 123, 128, 137, 142, 151, 156, 165, 59, 61, 65, 67, 71, 73, 77, 79
words in short expressions used in routine everyday contexts. 170

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Can exploit format, appearance and typographic features in order to identify the type of The opportunity to address this standard exists. The opportunity to address this standard exists.
text: news story, promotional text, article, textbook, chat or forum etc. For example, see: For example, see:
Can exploit numbers, dates, names, proper nouns etc.to identify the topic of a text. Before You Read: 8, 13, 22, 28, 36, 42, Before You Read: 10, 12, 16, 18, 22, 24,
Can deduce the meaning and function of unknown formulaic expressions from their 50, 56, 64, 70, 78, 84, 92, 98, 106, 110, 28, 30, 34, 36, 40, 42, 46, 48, 52, 54, 58,
position in a written text (e.g. at the beginning or end of a letter). 118, 124, 132, 138, 146, 152, 160, 166 60, 64, 66, 70, 72, 76, 78

B1
Can exploit different types of connectors (numerical, temporal, logical) and the role of key Words in Context: 18, 27, 46, 55, 60, 69, Words in Context: 17, 25, 29, 31, 35, 37, 41, 43,
paragraphs in the overall organisation, in order to better understand the argumentation in 74, 83, 88, 102, 109, 114, 123, 128, 137, 49, 55, 59, 61, 65, 71, 73, 77, 79
a text. 151, 155, 165, 170
Can extrapolate the meaning of a section of a text by taking into account the text as a
whole.
Can identify unfamiliar words from the context on topics related to his/her field and
interests.
Can extrapolate the meaning of occasional unknown words from the context and deduce
sentence meaning provided the topic discussed is familiar.

Standards SE Where Addressed TG Where Addressed

Can make basic inferences or predictions about text content from headings, titles or Infer: 8, 16, 25, 39, 67, 72, 81, 86, 95, 100, 112, Infer: 10, 12, 43, 58
headlines. 126, 135, 140, 149, 163, 168
Can listen to a short narrative and predict what will happen next.
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).
Can deduce the probable meaning of unknown words in a written text by identifying their
constituent part (e.g. identifying word roots, lexical elements, suffixes and prefixes).

Production
Spoken Production
OVERALL SPOKEN PRODUCTION
A2

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Can give a simple description or presentation of people, living or working conditions, daily Warm Up: 49; Warm Up: 27;
routines. likes/dislikes etc. as a short series of simple phrases and sentences linked into a
list. While You Watch/Critical Thinking: 87, 90, 158 While You Watch/Critical Thinking: 43,
44, 74

B1
Can reasonably fluently sustain a straightforward description of one of a variety of While You Watch/Critical Thinking: 87, While You Watch/Critical Thinking: 43,
subjects within his/her field of interest, presenting it as a linear sequence of points. 90, 158 44, 74

Spoken Production
SUSTAINED MONOLOGUE: DESCRIBING EXPERIENCE
A2
Can tell a story or describe something in a simple list of points. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
Can describe everyday aspects of his/her environment e.g. people, places, a job or study 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
experience. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
Can give short, basic descriptions of events and activities.
Can describe plans and arrangements, habits and routines, past activities and personal While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
experiences. 34, 48, 62, 76, 90, 104, 116, 130, 144, 158, 172 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80
Can use simple descriptive language to make brief statements about and compare objects
and possessions.
Can explain what he/she likes or dislikes about something.

Standards SE Where Addressed TG Where Addressed

Can describe his/her family, living conditions, educational background, present or most Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
recent job. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can describe people, places and possessions in simple terms. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
Can say what he/she is good at and not so good at (e.g. sports, games, skills, subjects).
Can briefly talk about what he/she plans to do at the weekend or during the holidays. While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80
158, 172

B1

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Can clearly express feelings about something experienced and give reasons to explain This standard is not directly addressed in this
those feelings. edition of Reading Explorer 1.

Can give straightforward descriptions on a variety of familiar subjects within his field of Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
interest. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can reasonably fluently relate a straightforward narrative or description as a linear 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
sequence of points.
Can give detailed accounts of experiences, describing feelings and reactions. While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
Can relate details of unpredictable occurrences, e.g. an accident. 34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80
Can relate the plot of a book or film and describe his/her reactions. 158, 172
Can describe dreams, hopes and ambitions.
Can describe events, real or imagined.
Can narrate a story.

SUSTAINED MONOLOGUE: GIVING INFORMATION

A2
Can give simple directions from place to place, using basic expressions such as ‘turn right’ This standard is not directly addressed in this
and ‘go straight’ along with sequential connectors such as ‘first,’ ‘then,’ and ‘next.’ edition of Reading Explorer 1.

B1
Can explain the main points in an idea or problem with reasonable precision. Can describe This standard is not directly addressed in this
how to do something, giving detailed instructions. edition of Reading Explorer 1.

Standards SE Where Addressed TG Where Addressed

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Can report straightforward factual information on a familiar topic, for example to indicate The opportunity to address this standard exists. The opportunity to address this standard exists.
the nature of a problem or to give detailed directions, provided he/she can prepare For example, see: For example, see:
beforehand. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80
158, 172

SUSTAINED MONOLOGUE: PUTTING A CASE (E.G. IN A DEBATE)

A2
Can explain what she likes or dislikes about something, why he/she prefers one thing to Critical Thinking: 40 Critical Thinking: 23
another, making simple, direct comparisons.
Can present his/her opinion in simple terms, provided listeners are patient. Critical Thinking: 59, 122; Critical Thinking: 31, 59;

While You Watch/Critical Thinking: 144 While You Watch/Critical Thinking: 68

B1
Can develop an argument well enough to be followed without difficulty most of the time. Critical Thinking: 122; Critical Thinking: 59;
Can give simple reasons to justify a viewpoint on a familiar topic.
While You Watch/Critical Thinking: 144 While You Watch/Critical Thinking: 68
Can express opinions on subjects relating to everyday life, using simple expressions. Critical Thinking: 59, 122; Critical Thinking: 31, 59;
Can briefly give reasons and explanations for opinions, plans and actions.
Can say whether or not he/she approves of what someone has done and give reasons to While You Watch/Critical Thinking: 144 While You Watch/Critical Thinking: 68
justify this opinion.

PUBLIC ANNOUNCEMENTS
A2
Can deliver very short, rehearsed announcements of predictable, learnt content which are This standard is not directly addressed in this
intelligible to listeners who are prepared to concentrate. edition of Reading Explorer 1.
B1
Can deliver short, rehearsed announcements on a topic pertinent to everyday occurrences This standard is not directly addressed in this
in his/her field which, despite possibly very foreign stress and intonation, are nevertheless edition of Reading Explorer 1.
clearly intelligible.

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 Standards SE Where Addressed TG Where Addressed
ADDRESSING AUDIENCES
A2
Can give a short, rehearsed presentation on a topic pertinent to his/her everyday life, The opportunity to address this standard exists. The opportunity to address this standard exists.
briefly give reasons and explanations for opinions, plans and actions. For example, see: For example, see:
Can cope with a limited number of straightforward follow up questions. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80
158, 172

Can give a short, rehearsed, basic presentation on a familiar subject. The opportunity to address this standard exists. The opportunity to address this standard exists.
Can answer straightforward follow up questions if he/she can ask for repetition and if For example, see: For example, see:
some help with the formulation of his/her reply is possible. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80
158, 172

B1

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Can give a prepared presentation on a familiar topic within his/her field, outlining The opportunity to address this standard exists. The opportunity to address this standard exists.
similarities and differences (e.g. between products, countries/regions, plans). For example, see: For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80
158, 172

Standards SE Where Addressed TG Where Addressed

Can give a prepared straightforward presentation on a familiar topic within his/her field The opportunity to address this standard exists. The opportunity to address this standard exists.
which is clear enough to be followed without difficulty most of the time, and in which the For example, see: For example, see:
main points are explained with reasonable precision. Can take follow up questions, but Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
may have to ask for repetition if the speech was rapid. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80
158, 172

Written Production
OVERALL WRITTEN PRODUCTION
A2
Can write a series of simple phrases and sentences linked with simple connectors like This standard is not directly addressed in this
‘and,’ ‘but’ and ‘because’. edition of Reading Explorer 1.
B1
Can write straightforward connected texts on a range of familiar subjects within his/her This standard is not directly addressed in this
field of interest, by linking a series of shorter discrete elements into a linear sequence. edition of Reading Explorer 1.

CREATIVE WRITING
A2

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Can write about everyday aspects of his/her environment e.g. people, places, a job or This standard is not directly addressed in this
study experience in linked sentences. edition of Reading Explorer 1.
Can write very short, basic descriptions of events, past activities and personal experiences.
Can tell a simple story (e.g. about events on a holiday or about life in the distant future).

Can write a series of simple phrases and sentences about their family, living conditions, This standard is not directly addressed in this
educational background, present or most recent job. edition of Reading Explorer 1.
Can write short, simple imaginary biographies and simple poems about people.
Can write diary entries that describe activities (e.g. daily routine, outings, sports, hobbies),
people and places, using basic, concrete vocabulary and simple phrases and sentences
with simple connectives like ‘and,’ ‘but’ and ‘because’. Can write an introduction to a story
or continue a story, provided he/she can consult a dictionary and references (e.g. tables of
verb tenses in a course book).

Standards SE Where Addressed TG Where Addressed

B1
Can clearly signal chronological sequence in narrative text. This standard is not directly addressed in this
Can write a simple review of a film, book or TV programme using a limited range of edition of Reading Explorer 1.
language.

Can write straightforward, detailed descriptions on a range of familiar subjects within This standard is not directly addressed in this
his/her field of interest. edition of Reading Explorer 1.
Can write accounts of experiences, describing feelings and reactions in simple connected
text.
Can write a description of an event, a recent trip – real or imagined. Can narrate
a story.

WRITTEN REPORTS AND ESSAYS

A2

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Can write simple texts on familiar subjects of interest, linking sentences with connectors This standard is not directly addressed in this
like ‘and,’ ‘because,’ or ‘then.’ edition of Reading Explorer 1.
Can give his/her impressions and opinions in writing about topics of personal interest (e.g.
lifestyles and culture, stories), using basic everyday vocabulary and expressions.

B1
Can write short, simple essays on topics of interest. This standard is not directly addressed in this
Can write a text on a topical subject of personal interest, using simple language to list edition of Reading Explorer 1.
advantages and disadvantages, give and justify his/her opinion.
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.

Can write very brief reports to a standard conventionalised format, which pass on routine This standard is not directly addressed in this
factual information and state reasons for actions. edition of Reading Explorer 1.
Can present a topic in a short report or poster, using photographs and short blocks of text.

Standards SE Where Addressed TG Where Addressed

Production Strategies
PLANNING
A2

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Can recall and rehearse an appropriate set of phrases from his/her repertoire. The opportunity to address this standard The opportunity to address this standard
exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

B1
Can rehearse and try out new combinations and expressions, inviting feedback. The opportunity to address this standard The opportunity to address this standard
exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

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Can work out how to communicate the main point(s) he/she wants to get across, The opportunity to address this standard exists. The opportunity to address this standard exists.
exploiting any resources available and limiting the message to what he/she can recall or For example, see: For example, see:
find the means to express. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

COMPENSATING
A2
Can use an inadequate word from his/her repertoire and use gesture to clarify what This standard is not directly addressed in this
he/she wants to say. edition of Reading Explorer 1.
Can identify what he/she means by pointing to it (e.g. ‘I'd like this, please’). This standard is not directly addressed in this
edition of Reading Explorer 1.

B1
Can define the features of something concrete for which he/she can't remember the word. This standard is not directly addressed in this
Can convey meaning by qualifying a word meaning something similar (e.g. a truck for edition of Reading Explorer 1.
people = bus).

Can use a simple word meaning something similar to the concept he/she wants to convey This standard is not directly addressed in this
and invites ‘correction’. edition of Reading Explorer 1.
Can foreignise a mother tongue word and ask for confirmation.
MONITORING AND REPAIR
A2
No descriptors available
B1
Can correct mix-ups with tenses or expressions which lead to misunderstandings provided The opportunity to address this standard The opportunity to address this standard
the interlocutor indicates there is a problem. exists. For example, see: Word Usage: 27, 114 exists. For example, see: Word Usage: 17, 55

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 Standards SE Where Addressed TG Where Addressed
Can ask for confirmation that a form used is correct. The opportunity to address this standard The opportunity to address this standard exists.
Can start again using a different tactic when communication breaks down. exists. For example, see: Word Usage: 27, 114 For example, see:
Word Usage: 17, 55

Interaction Activities
Spoken Interaction
OVERALL SPOKEN INTERACTION
A2
Can interact with reasonable ease in structured situations and short conversations, Discussion: 22, 28, 36, 42, 64, 84, 89, 92, 106, Discussion: 16, 18, 22, 24, 34, 52, 54
provided the other person helps if necessary. Can manage simple, routine exchanges 110, 118, 152, 157
without undue effort; can ask and answer questions and exchange ideas and information
on familiar topics in predictable everyday situations.

Can communicate in simple and routine tasks requiring a simple and direct exchange of Discussion: 22, 28, 36, 42, 64, 84, 89, 92, 106, Discussion: 16, 18, 22, 24, 34, 52, 54
information on familiar and routine matters to do with work and free time. Can handle 110, 118, 152, 157
very short social exchanges but is rarely able to understand enough to keep conversation
going of his/her own accord.
B1
Can communicate with some confidence on familiar routine and non-routine matters Discussion: 22, 28, 36, 42, 64, 84, 89, 92, 106, Discussion: 16, 18, 22, 24, 34, 52, 54
related to his/her interests and professional field. Can exchange, check and confirm 110, 118, 152, 157
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 Discussion: 22, 28, 36, 42, 64, 84, 89, 92, 106, Discussion: 16, 18, 22, 24, 34, 52, 54
whilst travelling. Can enter unprepared into conversation of familiar topics, express 110, 118, 152, 157
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
A2
Can understand enough to manage simple, routine exchanges without undue effort. Discussion: 22, 28, 36, 42, 64, 84, 89, 92, 106, Discussion: 16, 18, 22, 24, 34, 52, 54
Can generally understand clear, standard speech on familiar matters directed at him/her, 110, 118, 152, 157
provided he/she can ask for repetition or reformulation from time to time.

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 Standards SE Where Addressed TG Where Addressed
Can understand what is said clearly, slowly and directly to him/her in simple everyday Discussion: 22, 28, 36, 42, 64, 84, 89, 92, 106, Discussion: 16, 18, 22, 24, 34, 52, 54
conversation; can be made to understand, if the speaker can take the trouble. 110, 118, 152, 157

B1
Can follow clearly articulated speech directed at him/her in everyday conversation, though Discussion: 22, 28, 36, 42, 64, 84, 89, Discussion: 16, 18, 22, 24, 34, 52, 54
will sometimes have to ask for repetition of particular words and phrases. 92, 106, 110, 118, 152, 157

CONVERSATION
A2
Can establish social contact: greetings and farewells; introductions; giving thanks. Discussion: 22, 28, 36, 42, 64, 84, 89, 92, 106, Discussion: 16, 18, 22, 24, 34, 52, 54
Can generally understand clear, standard speech on familiar matters directed at him/her, 110, 118, 152, 157
provided he/she can ask for repetition or reformulation from time to time.
Can participate in short conversations in routine contexts on topics of interest.
Can express how he/she feels in simple terms, and express thanks.
Can ask for a favour (e.g. to lend something), can offer a favour and can respond if
someone asks him/her to do a favour for them.

Can handle very short social exchanges but is rarely able to understand enough to keep Discussion: 22, 28, 36, 42, 64, 84, 89, 92, 106, Discussion: 16, 18, 22, 24, 34, 52, 54
conversation going of his/her own accord, though he/she can be made to understand if 110, 118, 152, 157
the speaker will take the trouble.
Can use simple everyday polite forms of greeting and address.
Can chat in simple language with peers, colleagues or members of a host family, asking
questions and understanding the answers relating to most routine matters.
Can make and respond to invitations, suggestions and apologies.
Can express how he/she is feeling using very basic stock expressions.
Can say what he/she likes and dislikes.

B1

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Can start up a conversation and help it to keep going by asking people relatively Discussion: 22, 28, 36, 42, 64, 84, 89, 92, 106, Discussion: 16, 18, 22, 24, 34, 52, 54
spontaneous questions about a special experience or event, expressing reactions and 110, 118, 152, 157
opinion on familiar subjects.
Can have relatively long conversations on subjects of common interest, provided that the
interlocutor makes an effort to support understanding.

Standards SE Where Addressed TG Where Addressed

Can enter unprepared into conversations on familiar topics. Discussion: 22, 28, 36, 42, 64, 84, 89, Discussion: 16, 18, 22, 24, 34, 52, 54
Can follow clearly articulated speech directed at him/her in everyday conversation, 92, 106, 110, 118, 152, 157
though will sometimes have to ask for repetition of particular words and phrases.
Can maintain a conversation or discussion but may sometimes be difficult to follow when
trying to say exactly what he/she would like to.
Can express and respond to feelings such as surprise, happiness, sadness, interest and
indifference.

INFORMAL DISCUSSION (WITH FRIENDS)

A2
Can generally identify the topic of discussion around him/her which is conducted slowly The opportunity to address this standard The opportunity to address this standard
and clearly. exists. For example, see: exists. For example, see:
Can exchange opinions and compare things and people using simple language. Discussion: 22, 28, 36, 42, 64, 84, 89, Discussion: 16, 18, 22, 24, 34, 52, 54
Can discuss what to do in the evening, at the weekend. 92, 106, 110, 118, 152, 157
Can make and respond to suggestions.
Can agree and disagree with others.

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Can discuss everyday practical issues in a simple way when addressed clearly, slowly and The opportunity to address this standard The opportunity to address this standard
directly. exists. For example, see: exists. For example, see:
Can discuss what to do, where to go and make arrangements to meet. Discussion: 22, 28, 36, 42, 64, 84, 89, Discussion: 16, 18, 22, 24, 34, 52, 54;
Can express opinions in a limited way. 92, 106, 110, 118, 152, 157;
Critical Thinking: 31, 59;
Critical Thinking: 59, 122;
While You Watch/Critical Thinking: 68
While You Watch/Critical Thinking: 144

B1
Can follow much of what is said around him/her on general topics provided interlocutors The opportunity to address this standard The opportunity to address this standard
avoid very idiomatic usage and articulate clearly. exists. For example, see: exists. For example, see:
Can express his/her thoughts about abstract or cultural topics such as music, films. Discussion: 22, 28, 36, 42, 64, 84, 89, Discussion: 16, 18, 22, 24, 34, 52, 54
Can explain why something is a problem. 92, 106, 110, 118, 152, 157
Can give brief comments on the views of others.

Standards SE Where Addressed TG Where Addressed

Can compare and contrast alternatives, discussing what to do, where to go, who or which The opportunity to address this standard The opportunity to address this standard
to choose etc. exists. For example, see: exists. For example, see:
Can generally follow the main points in an informal discussion with friends provided Discussion: 22, 28, 36, 42, 64, 84, 89, Discussion: 16, 18, 22, 24, 34, 52, 54;
speech is clearly articulated in standard language. 92, 106, 110, 118, 152, 157;
Can give or seek personal views and opinions in discussing topics of interest. Can make Critical Thinking: 31, 59;
his/her opinions and reactions understood as regards solutions to problems or practical Critical Thinking: 59, 122;
questions of where to go, what to do, how to organise an event (e.g. an outing). While You Watch/Critical Thinking: 68
Can express belief, opinion, agreement and disagreement politely. While You Watch/Critical Thinking: 144

FORMAL DISCUSSION (MEETINGS)

A2

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Can generally follow changes of topic in formal discussion related to his/her field which is Discussion: 22, 28, 36, 42, 64, 84, 89, Discussion: 16, 18, 22, 24, 34, 52, 54
conducted slowly and clearly. 92, 106, 110, 118, 152, 157
Can exchange relevant information and give his/her opinion on practical problems when
asked directly, provided he/she receives some help with formulation and can ask for
repetition of key points if necessary.

Can say what he/she thinks about things when addressed directly in a formal meeting, Discussion: 22, 28, 36, 42, 64, 84, 89, Discussion: 16, 18, 22, 24, 34, 52, 54
provided he/she can ask for repetition of key points if necessary. 92, 106, 110, 118, 152, 157

B1
Can follow much of what is said that is related to his/her field, provided interlocutors Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
avoid very idiomatic usage and articulate clearly. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can put over a point of view clearly, but has difficulty engaging in debate. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

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Can take part in routine formal discussion of familiar subjects which is conducted in clearly Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
articulated speech in the standard form of the language and which involves the exchange 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
of factual information, receiving instructions or the discussion of solutions to practical 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
problems.
Can follow argumentation and discussion on a familiar or predictable topic, provided the While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
points are made in relatively simple language and/or repeated, and opportunity is given 34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
for clarification. 158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

GOAL-ORIENTED CO-OPERATION
(E.G. ASSEMBLING A FURNITURE KIT, DISCUSSING A DOCUMENT, ORGANISING AN
EVENT ETC.)
A2
Can understand enough to manage simple, routine tasks without undue effort, asking very The opportunity to address this standard exists. The opportunity to address this standard exists.
simply for repetition when he/she does not understand. For example, see: For example, see:
Can discuss what to do next, making and responding to suggestions, asking for and giving Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
directions. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Can indicate when he/she is following and can be made to understand what is necessary, if Discussion: 22, 28, 36, 42, 64, 84, 89, Discussion: 16, 18, 22, 24, 34, 52, 54
the speaker takes the trouble. 92, 106, 110, 118, 152, 157
Can communicate in simple and routine tasks using simple phrases to ask for and provide
things, to get simple information and to discuss what to do next.

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 Standards SE Where Addressed TG Where Addressed
B1
Can follow what is said, though he/she may occasionally have to ask for repetition or The opportunity to address this standard exists. The opportunity to address this standard exists.
clarification if the other people's talk is rapid or extended. For example, see: For example, see:
Can explain why something is a problem, discuss what to do next, compare and contrast Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
alternatives. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can give brief comments on the views of others. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Can generally follow what is said and, when necessary, can repeat back part of what The opportunity to address this standard exists. The opportunity to address this standard exists.
someone has said to confirm mutual understanding. For example, see: For example, see:
Can make his/her opinions and reactions understood as regards possible solutions or the Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
question of what to do next, giving brief reasons and explanations. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can invite others to give their views on how to proceed. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

OBTAINING GOODS AND SERVICES

A2
Can deal with common aspects of everyday living such as travel, lodgings, eating and This standard is not directly addressed in this
shopping. edition of Reading Explorer 1.
Can interact in predictable everyday situations (e.g. a post office, a station, a shop), using a
wide range of simple words and expressions.
Can get all the information needed from a tourist office, as long as it is of a
straightforward, non-specialised nature.

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 Standards SE Where Addressed TG Where Addressed
Can ask for and provide everyday goods and services. This standard is not directly addressed in this
Can get simple information about travel, use public transport: buses, trains, and taxis, ask edition of Reading Explorer 1.
and give directions, and buy tickets.
Can ask about things and make simple transactions in shops, post offices or banks.
Can give and receive information about quantities, numbers, prices etc.
Can make simple purchases by stating what is wanted and asking the price. Can order a
meal.
Can say when something is wrong, e.g. ‘The food is cold’ or ‘There is no light in my room.’
Can ask (face-to-face) for a medical appointment and understand the reply. Can indicate
the nature of a problem to a health professional, perhaps using gestures and body
language.

B1
Can deal with most transactions likely to arise whilst travelling, arranging travel or This standard is not directly addressed in this
accommodation, or dealing with authorities during a foreign visit. edition of Reading Explorer 1.
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.
Can cope with less routine situations in shops, post office, bank, e.g. returning an
unsatisfactory purchase.
Can make a complaint.
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.

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 Standards SE Where Addressed TG Where Addressed
INFORMATION EXCHANGE
A2
Can understand enough to manage simple, routine exchanges without undue effort. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
Can deal with practical everyday demands: finding out and passing on straightforward 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
factual information. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
Can ask and answer questions about habits and routines.
Can ask and answer questions about pastimes and past activities. While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
Can ask and answer questions about plans and intentions. 34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
Can give and follow simple directions and instructions e.g. explain how to get somewhere. 158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Can communicate in simple and routine tasks requiring a simple and direct exchange of Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
information. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can exchange limited information on familiar and routine operational matters. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
Can ask and answer questions about what they do at work and in free time.
Can ask for and give directions referring to a map or plan. While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
Can ask for and provide personal information. 34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
Can ask and answer simple questions about an event, e.g. ask where and when it took 158, 172;
place, who was there and what it was like. Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

B1

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Can exchange, check and confirm accumulated factual information on familiar routine and Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
non-routine matters within his/her field with some confidence. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can summarise and give his or her opinion about a short story, article, talk, discussion 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
interview, or documentary and answer further questions of detail.
While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

Can find out and pass on straightforward factual information. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
Can ask for and follow detailed directions. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can obtain more detailed information. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
Can offer advice on simple matters within his/her field of experience.
While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

INTERVIEWING AND BEING INTERVIEWED

A2
Can make him/herself understood in an interview and communicate ideas and This standard is not directly addressed in this
information on familiar topics, provided he/she can ask for clarification occasionally, and is edition of Reading Explorer 1.
given some help to express what he/she wants to.
Can describe to a doctor very basic symptoms and ailments such as cold and flu.

Can answer simple questions and respond to simple statements in an interview. This standard is not directly addressed in this
Can indicate in simple language the nature of a problem to a health professional, perhaps edition of Reading Explorer 1.
using gestures and body language.

B1

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Can provide concrete information required in an interview/consultation (e.g. This standard is not directly addressed in this
describe symptoms to a doctor) but does so with limited precision. edition of Reading Explorer 1.
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.
Can take some initiatives in an interview/consultation (e.g. to bring up a new subject) but This standard is not directly addressed in this
is very dependent on interviewer in the interaction. edition of Reading Explorer 1.
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 use a prepared questionnaire to carry out a structured interview, with some
spontaneous follow up questions.

Standards SE Where Addressed TG Where Addressed

USING TELECOMMUNICATIONS
A2
Can use telecommunications with his/her friends to exchange simple news, make plans, This standard is not directly addressed in this
and arrange to meet. edition of Reading Explorer 1.
Can, given repetition and clarifications, participate in a short, simple phone conversation This standard is not directly addressed in this
with a known person on a predictable topic, e.g. arrival times, arrangements to meet. edition of Reading Explorer 1.
Can understand a simple phone message (e.g. ‘My flight is late. I will arrive at ten
o'clock.’), confirm details of the message and pass it on by phone to other people
concerned.

B1
Can use telecommunications for everyday personal or professional purposes, provided This standard is not directly addressed in this
he/she can ask for clarification from time to time. edition of Reading Explorer 1.
Can give important details over the phone concerning an unexpected incident (e.g. a
problem in a hotel, with travel arrangements, with a hire car).
Can use telecommunications to have relatively simple but extended conversations with This standard is not directly addressed in this
people he/she knows personally. edition of Reading Explorer 1.
Can use telecommunications for routine messages (e.g. arrangements for a meeting) and
to obtain basic services (e.g. book a hotel room or make a medical appointment).

Written Interaction
OVERALL WRITTEN INTERACTION

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A2
Can write short, simple formulaic notes relating to matters in areas of immediate need. The opportunity to address this standard exists. The opportunity to address this standard exists.
For example, see: For example, see:
Critical Thinking: 17, 26, 31, 54, 73, 113, Critical Thinking: 29, 53, 59, 65, 71;
146;
While You Watch/Critical Thinking: 80
While You Watch/Critical Thinking: 34, 75, 90,
116
B1
Can convey information and ideas on abstract as well as concrete topics, check This standard is not directly addressed in this
information and ask about or explain problems with reasonable precision. edition of Reading Explorer 1.
Can write personal letters and notes asking for or conveying simple information of This standard is not directly addressed in this
immediate relevance, getting across the point he/she feels to be important. edition of Reading Explorer 1.

Standards SE Where Addressed TG Where Addressed

CORRESPONDENCE
A2
Can exchange information by text message, e-mail or in short letters, responding to This standard is not directly addressed in this
questions the other person had (e.g. about a new product or activity). edition of Reading Explorer 1.

Can convey personal information of a routine nature, for example in a short email or letter This standard is not directly addressed in this
introducing him/herself. edition of Reading Explorer 1.
Can write very simple personal letters expressing thanks and apology.
Can write short, simple notes, emails and text messages (e.g. to send or reply to an
invitation, to confirm or change an arrangement).
Can write a short text in a greetings card (e.g. for someone’s birthday or to wish them a
Happy New Year).

B1

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Can write personal letters giving news and expressing thoughts about abstract or cultural This standard is not directly addressed in this
topics such as music, films. edition of Reading Explorer 1.
Can write letters expressing different opinions and giving detailed accounts of personal
feelings and experiences.
Can reply to an advertisement in writing and ask for further information on items which
interest him/her.
Can write basic formal emails/letters, for example to make a complaint and request action.

Can write personal letters describing experiences, feelings and events in some detail. This standard is not directly addressed in this
Can write basic emails/letters of a factual nature, for example to request information or to edition of Reading Explorer 1.
ask for and give confirmation.
Can write a basic letter of application with limited supporting details.

NOTES, MESSAGES & FORMS

A2
Can take a short, simple message provided he/she can ask for repetition and This standard is not directly addressed in this
reformulation. edition of Reading Explorer 1.

Standards SE Where Addressed TG Where Addressed

Can write short, simple notes and messages relating to matters in areas of immediate The opportunity to address this standard exists. The opportunity to address this standard exists.
need. For example, see: For example, see:
Can fill in personal and other details on most everyday forms, e.g. to request a visa or visa Critical Thinking: 17, 26, 31, 54, 73, 113, Critical Thinking: 29, 53, 59, 65, 71;
waiver, to open a bank account, to send a letter recorded delivery, etc. 146;
While You Watch/Critical Thinking: 80
While You Watch/Critical Thinking: 34,
75, 90, 116

B1

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Can take routine messages that are likely to occur in a personal, professional or academic This standard is not directly addressed in this
context. edition of Reading Explorer 1.
Can take messages communicating enquiries, explaining problems.
Can write notes conveying simple information of immediate relevance to friends, service This standard is not directly addressed in this
people, teachers and others who feature in his/her everyday life, getting across edition of Reading Explorer 1.
comprehensibly the points he/she feels are important.
Can take messages over the phone containing several points, provided that the caller
dictates these clearly and sympathetically.
Online Interaction
ONLINE CONVERSATION AND DISCUSSION
A2
Can introduce him/herself and manage simple exchanges online, asking and answering This standard is not directly addressed in this
questions and exchanging ideas on predictable everyday topics, provided enough time is edition of Reading Explorer 1.
allowed to formulate responses, and that he/she interacts with one interlocutor at a time.
Can make short descriptive online postings about everyday matters, social activities and
feelings, with simple key details.
Can comment on other people’s online postings, provided that they are written in simple
language, reacting to embedded media by expressing feelings of surprise, interest and
indifference in a simple way.

Can engage in basic social communication online (e.g. writing a simple message on a This standard is not directly addressed in this
virtual card for a special occasion, sharing news and making/confirming arrangements to edition of Reading Explorer 1.
meet).
Can make brief positive or negative comments online about embedded links and media
using a repertoire of basic language, though he/she will generally have to refer to an
online translation tool and other resources.

Standards SE Where Addressed TG Where Addressed

B1
Can engage in real-time online exchanges with more than one participant, recognising the This standard is not directly addressed in this
communicative intentions of each contributor, but may not understand details or edition of Reading Explorer 1.
implications without further explanation.
Can post online accounts of social events, experiences and activities referring to
embedded links and media and sharing personal feelings.

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Can post a comprehensible contribution in an online discussion on a familiar topic of This standard is not directly addressed in this
interest, provided that he/she can prepare the text beforehand and use online tools to fill edition of Reading Explorer 1.
gaps in language and check accuracy.
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.

GOAL-ORIENTED ONLINE TRANSACTIONS AND COLLABORATION

A2
Can use formulaic language to respond to routine problems arising in online transactions This standard is not directly addressed in this
(e.g. concerning availability of models and special offers, delivery dates, addresses, etc.). edition of Reading Explorer 1.
Can interact online with a supportive partner in a simple collaborative task, responding to
basic instructions and seeking clarification, provided there are some visual aids such as
images, statistics, or graphs to clarify the concepts involved.

Can make simple online transactions (such as ordering goods or enrolling on a course) by This standard is not directly addressed in this
filling in an online form or questionnaire, providing personal details and confirming edition of Reading Explorer 1.
acceptance of terms and conditions, declining extra services, etc.
Can ask basic questions about the availability of a product or feature.
Can respond to simple instructions and ask simple questions in order to accomplish a
shared task online with the help of a supportive interlocutor.

B1
Can engage in online transactions that require an extended exchange of information, This standard is not directly addressed in this
provided the interlocutor(s) avoid complex language and are willing to repeat and edition of Reading Explorer 1.
reformulate when necessary.
Can interact online with a group that is working on a project, following straightforward
instructions, seeking clarification and helping to accomplish the shared tasks.

Standards SE Where Addressed TG Where Addressed

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Can engage in online collaborative or transactional exchanges that require simple This standard is not directly addressed in this
clarification or explanation of relevant details, such as registering for a course, tour, event edition of Reading Explorer 1.
or applying for membership.
Can interact online with a partner or small group working on a project, provided there are
visual aids such as images, statistics and graphs to clarify more complex concepts.
Can respond to instructions and ask questions or request clarifications in order to
accomplish a shared task online.

Interaction Strategies
TAKING THE FLOOR (TURNTAKING)
A2
Can use simple techniques to start, maintain, or end a short conversation. Can initiate, The opportunity to address this standard exists. The opportunity to address this standard exists.
maintain and close simple, face-to-face conversation. For example, see: For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Can ask for attention. This standard is not directly addressed in this
edition of Reading Explorer 1.

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 Standards SE Where Addressed TG Where Addressed
B1
Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor. The opportunity to address this standard The opportunity to address this standard
exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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Can initiate, maintain and close simple face-to-face conversation on topics that are The opportunity to address this standard The opportunity to address this standard
familiar or of personal interest. exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

COOPERATING
Note: This scale is developed further in the scales for Facilitating collaborative interaction
with peers and Collaborating to construct meaning.
A2

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Can indicate when he/she is following. The opportunity to address this standard The opportunity to address this standard
exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

B1
Can exploit a basic repertoire of language and strategies to help keep a conversation or The opportunity to address this standard The opportunity to address this standard
discussion going. exists. For example, see: exists. For example, see:
Can summarise the point reached in a discussion and so help focus the talk. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

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Can repeat back part of what someone has said to confirm mutual understanding and help The opportunity to address this standard The opportunity to address this standard
keep the development of ideas on course. exists. For example, see: exists. For example, see:
Can invite others into the discussion. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

ASKING FOR CLARIFICATION

A2
Can ask very simply for repetition when he/she does not understand. The opportunity to address this standard The opportunity to address this standard
Can ask for clarification about key words or phrases not understood using stock phrases. exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

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Can say he/she didn't follow. The opportunity to address this standard The opportunity to address this standard
Can signal non-understanding and ask for a word to be spelt out. exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

B1
Can ask for further details and clarifications from other group members in order to move a The opportunity to address this standard The opportunity to address this standard
discussion forward. exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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 Standards SE Where Addressed TG Where Addressed
Can ask someone to clarify or elaborate what he or she has just said. The opportunity to address this standard The opportunity to address this standard
exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Mediation Activities
OVERALL MEDIATION
A2
Can play a supportive role in interaction, provided that other participants speak slowly and Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
that one or more of them helps him/her to contribute and to express his/her suggestions. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can convey relevant information contained in clearly structured, short, simple, 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
informational texts, provided that the texts concern concrete, familiar subjects and are
formulated in simple everyday language. While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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Can use simple words to ask someone to explain something. Can recognise when Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
difficulties occur and indicate in simple language the apparent nature of a problem. Can 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
convey the main point(s) involved in short, simple conversations or texts on everyday 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
subjects of immediate interest provided these are expressed clearly in simple language.
While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

B1
Can collaborate with people from other backgrounds, showing interest and empathy by Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
asking and answering simple questions, formulating and responding to suggestions, asking 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
whether people agree, and proposing alternative approaches. Can convey the main points 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
made in long texts expressed in uncomplicated language on topics of personal interest,
provided that he/she can check the meaning of certain expressions. While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157
Can introduce people from different backgrounds, showing awareness that some Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
questions may be perceived differently, and invite other people to contribute their 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
expertise and experience, their views. Can convey information given in clear, well- 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
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. While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157
RELAYING SPECIFIC INFORMATION IN SPEECH
A2

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Can relay (in Language B) the point made in a clear, spoken announcement (made in The opportunity to address this standard exists. The opportunity to address this standard exists.
Language A) concerning familiar everyday subjects, though he/she may have to simplify For example, see: For example, see:
the message and search for words. Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
Can relay (in Language B) specific, relevant information contained in short, simple texts, 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
labels and notices (written in Language A) on familiar subjects. 85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163, 167-168

Can relay (in Language B) the point made in short, clear, simple messages, instructions and This standard is not directly addressed in this
announcements, provided these are expressed slowly and clearly in simple language (in edition of Reading Explorer 1.
Language A).
Can relay (in Language B) in a simple way a series of short, simple instructions provided the
original speech (in Language A) is clearly and slowly articulated.

Standards SE Where Addressed TG Where Addressed

B1
Can relay (in Language B) the content of public announcements and messages spoken in This standard is not directly addressed in this
clear, standard (Language A) at normal speed. edition of Reading Explorer 1.
Can relay (in Language B) the contents of detailed instructions or directions, provided these
are clearly articulated (in Language A).
Can relay (in Language B) specific information given in straightforward informational texts
(such as leaflets, brochure entries, notices and letters or emails) (written in Language A).

RELAYING SPECIFIC INFORMATION IN WRITING

A2
Can relay in writing (in Language B) specific information contained in short simple The opportunity to address this standard exists. The opportunity to address this standard exists.
informational texts (written in Language A), provided the texts concern concrete, familiar For example, see: For example, see:
subjects and are written in simple everyday language. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169 61, 65, 67, 71, 73, 77, 79

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Can list (in Language B) the main points of short, clear, simple messages and The opportunity to address this standard exists. The opportunity to address this standard exists.
announcements (given in Language A) provided that speech is clearly and slowly For example, see: For example, see:
articulated. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
Can list (in Language B) specific information contained in simple texts (written in Language 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
A) on everyday subjects of immediate interest or need. 122, 127, 136, 141, 150, 155, 164, 169 61, 65, 67, 71, 73, 77, 79

B1
Can relay in writing (in Language B) specific information points contained in texts (spoken The opportunity to address this standard exists. The opportunity to address this standard exists.
in Language A) on familiar subjects (e.g. telephone calls, announcements, and instructions). For example, see: For example, see:
Can relay in writing (in Language B) specific, relevant information contained in Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
straightforward informational texts (written in Language A) on familiar subjects. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can relay in writing (in Language B) specific information given in a straightforward recorded 122, 127, 136, 141, 150, 155, 164, 169 61, 65, 67, 71, 73, 77, 79
message (left in Language A), provided that the topics concerned are familiar and the
delivery is slow and clear.

Standards SE Where Addressed TG Where Addressed

EXPLAINING DATA IN SPEECH (E.G. IN GRAPHS, DIAGRAMS, CHARTS ETC.)

A2
No descriptors available
Can interpret and describe (in Language B) simple visuals on familiar topics (e.g. a weather The opportunity to address this standard The opportunity to address this standard exists.
map, a basic flow chart) (with text in Language A), even though pauses, false starts and exists. For example, see: 22, 26 For example, see:
reformulation may be very evident in speech. 16, 17

B1
Can interpret and describe (in Language B) detailed information in diagrams in his/her fields The opportunity to address this standard The opportunity to address this standard exists.
of interest (with text in Language A), even though lexical gaps may cause hesitation or exists. For example, see: 42 For example, see:
imprecise formulation. 24

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Can interpret and describe (in Language B) overall trends shown in simple diagrams (e.g. The opportunity to address this standard The opportunity to address this standard exists.
graphs, bar charts) (with text in Language A), even though lexical limitations cause difficulty exists. For example, see: 42, 68, 146 For example, see:
with formulation at times. 24, 35, 70

EXPLAINING DATA IN WRITING (E.G. IN GRAPHS, DIAGRAMS, CHARTS ETC.)

A2
No descriptors available
B1
Can interpret and present in writing (in Language B) the overall trends shown in simple The opportunity to address this standard The opportunity to address this standard exists.
diagrams (e.g. graphs, bar charts) (with text in Language A), explaining the important points exists. For example, see: 42, 68, 146 For example, see:
in more detail, given the help of a dictionary or other reference materials. 24, 35, 70

Can describe in simple sentences (in Language B) the main facts shown in visuals on familiar The opportunity to address this standard The opportunity to address this standard exists.
topics (e.g. a weather map, a basic flow chart) (with text in Language A). exists. For example, see: 42, 68, 146 For example, see:
24, 35, 70

Standards SE Where Addressed TG Where Addressed

PROCESSING TEXT IN SPEECH
A2
Can report (in Language B) the main points made in simple TV or radio news items (in The opportunity to address this standard exists. The opportunity to address this standard exists.
Language A) reporting events, sports, accidents, etc., provided that the topics concerned For example, see: For example, see:
are familiar and the delivery is slow and clear. Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
Can report in simple sentences (in Language B) the information contained in clearly 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
structured, short, simple texts (written in Language A) that have illustrations or tables. 85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
Can summarise (in Language B) the main point(s) in simple, short informational texts (in 111-112, 119-121, 125-126, 133-135,
Language A) on familiar topics. 139-140, 147-149, 153-154, 161-163,
167-168

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Can convey (in Language B) the main point(s) contained in clearly structured, short, simple The opportunity to address this standard exists. The opportunity to address this standard exists.
spoken and written texts (in Language A), supplementing his/her limited repertoire with For example, see: For example, see:
other means (e.g. gestures, drawings, words from other languages) in order to do so. Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163,
167-168

B1
Can summarise (in Language B) the main points made in long spoken texts (in Language A) The opportunity to address this standard exists. The opportunity to address this standard exists.
on topics in his/her fields of interest, provided that standard language is used and that For example, see: For example, see:
he/she can check the meaning of certain expressions. Can summarise (in Language B) a Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
short narrative or article, a talk, discussion, interview or documentary (in Language A) and 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
answer further questions about details. 85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
Can collate short pieces of information from several sources (in Language A) and summarise 111-112, 119-121, 125-126, 133-135,
them (in Language B) for somebody else. 139-140, 147-149, 153-154, 161-163,
167-168

Standards SE Where Addressed TG Where Addressed

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Can summarise (in Language B) the main points made in clear, well-structured spoken and The opportunity to address this standard exists. The opportunity to address this standard exists.
written texts (in Language A) on subjects that are familiar or of personal interest, although For example, see: For example, see:
his/her lexical limitations cause difficulty with formulation at times. Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
Can summarise simply (in Language B) the main information content of straightforward 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
texts (in Language A) on familiar subjects (e.g. a short written interview or magazine article, 85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
a travel brochure). 111-112, 119-121, 125-126, 133-135,
Can summarise (in Language B) the main points made during a conversation (in Language 139-140, 147-149, 153-154, 161-163,
A) on a subject of personal or current interest, provided that the speakers articulated clearly 167-168
in standard language.
Can summarise (in Language B) the main points made in long texts (delivered orally in
Language A) on topics in his/her fields of interest, provided that standard language is used
and that he/she can listen several times.
Can summarise (in Language B) the main points or events in TV programmes and video clips
(in Language A), provided he/she can view them several times.

PROCESSING TEXT IN WRITING

A2
Can list as a series of bullet points (in Language B) the relevant information contained in The opportunity to address this standard exists. The opportunity to address this standard exists.
short simple texts (in Language A), provided that the texts concern concrete, familiar For example, see: For example, see:
subjects and are written in simple everyday language. Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
Can pick out and reproduce key words and phrases or short sentences from a short text 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
within the learner’s limited competence and experience. 85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163,
167-168

Can use simple language to render in (Language B) very short texts written in (Language A) The opportunity to address this standard exists. The opportunity to address this standard exists.
on familiar and everyday themes that contain the highest frequency vocabulary; despite For example, see: For example, see:
errors, the text remains comprehensible. Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
Can copy out short texts in printed or clearly hand-written format. 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163,
167-168

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 Standards SE Where Addressed TG Where Addressed
B1
Can summarise in writing (in Language B) the information and arguments contained in texts The opportunity to address this standard exists. The opportunity to address this standard exists.
(in Language A) on subjects of general or personal interest. For example, see: For example, see:
Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163, 167-168

Can summarise in writing (in Language B) the main points made in straightforward The opportunity to address this standard exists. The opportunity to address this standard exists.
informational spoken and written texts (in Language A) on subjects that are of personal or For example, see: For example, see:
current interest, provided spoken texts are delivered in clearly articulated standard speech. Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
Can paraphrase short written passages in a simple fashion, using the original text wording 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
and ordering. 85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163,
167-168

TRANSLATING A WRITTEN TEXT IN SPEECH

A2
Can provide an approximate spoken translation into (Language B) of short, simple The opportunity to address this standard exists. The opportunity to address this standard exists.
everyday texts (e.g. brochure entries, notices, instructions, letters or emails) written in For example, see: For example, see:
(Language A). Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163, 167-168

Can provide a simple, rough, spoken translation into (Language B) of short, simple texts The opportunity to address this standard exists. The opportunity to address this standard exists.
(e.g. notices on familiar subjects) written in (Language A), capturing the most essential For example, see: For example, see:
point. Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
Can provide a simple, rough spoken translation into (Language B) of routine information on 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
familiar everyday subjects that is written in simple sentences in (Language A) (e.g. personal 85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
news, short narratives, directions, notices or instructions). 111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163, 167-168

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 Standards SE Where Addressed TG Where Addressed
B1
Can provide spoken translation into (Language B) of texts written in (Language A) containing The opportunity to address this standard exists. The opportunity to address this standard exists.
information and arguments on subjects within his/her fields of professional, academic and For example, see: For example, see:
personal interest, provided that they are written in uncomplicated, standard language. Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163, 167-168

Can provide an approximate spoken translation into (Language B) of clear, wellstructured The opportunity to address this standard exists. The opportunity to address this standard exists.
informational texts written in (Language A) on subjects that are familiar or of personal For example, see: For example, see:
interest, although his/her lexical limitations cause difficulty with formulation at times. Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163, 167-168

TRANSLATING A WRITTEN TEXT IN WRITING

A2
Can use simple language to provide an approximate translation from The opportunity to address this standard exists. The opportunity to address this standard exists.
(Language A) into (Language B) of very short texts on familiar and everyday themes that For example, see: For example, see:
contain the highest frequency vocabulary; despite errors, the translation remains Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
comprehensible. 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163, 167-168

B1

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Can produce approximate translations from (Language A) into (Language B) of The opportunity to address this standard exists. The opportunity to address this standard exists.
straightforward, factual texts that are written in uncomplicated, standard language, closely For example, see: For example, see:
following the structure of the original; although linguistic errors may occur, the translation Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
remains comprehensible. 39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163, 167-168

Standards SE Where Addressed TG Where Addressed

Can produce approximate translations from (Language A) into (Language B) of information The opportunity to address this standard exists. The opportunity to address this standard exists.
contained in short, factual texts written in uncomplicated, standard language; despite For example, see: For example, see:
errors, the translation remains comprehensible. Reading: 9-10, 14-16, 23-25, 29-30, 37- Reading: 10, 12, 16, 18, 22, 24, 28, 30,
39, 43-44, 51-53, 57-58, 65-67, 71-72, 79-81, 34, 36, 40, 42, 46, 48, 52, 54, 58, 60, 64,
85-86, 93-95, 99-100, 106-107, 66, 71, 72, 76, 78
111-112, 119-121, 125-126, 133-135,
139-140, 147-149, 153-154, 161-163,
167-168

NOTE-TAKING (LECTURES, SEMINARS, MEETINGS ETC.)

A2
Can make simple notes at a presentation/demonstration where the subject matter is While You Watch/Critical Thinking: 34, 75, 90, While You Watch/Critical Thinking: 80
familiar and predictable and the presenter allows for clarification and note-taking. 116

B1
Can take notes during a lecture, which are precise enough for his/her own use at a later While You Watch/Critical Thinking: 34, 75, 90, While You Watch/Critical Thinking: 80
date, provided the topic is within his/her field of interest and the talk is clear and well 116
structured.
Can take notes as a list of key points during a straightforward lecture, provided the topic is While You Watch/Critical Thinking: 34, 75, 90, While You Watch/Critical Thinking: 80
familiar, and the talk is both formulated in simple language and delivered in clearly 116
articulated standard speech.
Can note down routine instructions in a meeting on a familiar subject, provided they are
formulated in simple language and he/she is given sufficient time to do so.

EXPRESSING A PERSONAL RESPONSE TO CREATIVE TEXTS (INCLUDING LITERATURE)

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A2
Can express his/her reactions to a work, reporting his/her feelings and ideas in simple This standard is not directly addressed in this
language. edition of Reading Explorer 1.
Can describe a character’s feelings and explain the reasons for them. Can say in
simple language which aspects of a work especially interested him/her.
Can say whether he/she liked a work or not and explain why in simple language.
Can select simple passages he/she particularly likes from work of literature to use as
quotes.

Standards SE Where Addressed TG Where Addressed

B1
Can explain why certain parts or aspects of a work especially interested him/her. This standard is not directly addressed in this
Can explain in some detail which character he/she most identified with and why. edition of Reading Explorer 1.
Can relate events in a story, film or play to similar events he/she has experienced or heard
about.
Can relate the emotions experienced by a character in a work to emotions he/she has
experienced.
Can describe the emotions he/she experienced at a certain point in a story,
e.g. the point(s) in a story when he/she became anxious for a character, and explain why.
Can explain briefly the feelings and opinions that a work provoked in him/her.
Can describe the personality of a character.

ANALYSIS AND CRITICISM OF CREATIVE TEXTS (INCLUDING LITERATURE)

A2

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Can identify and briefly describe, in basic formulaic language, the key themes and This standard is not directly addressed in this
characters in short, simple narratives involving familiar situations that are written in high edition of Reading Explorer 1.
frequency everyday language.

B1
Can point out the most important episodes and events in a clearly structured narrative in This standard is not directly addressed in this
everyday language and explain the significance of events and the connection between edition of Reading Explorer 1.
them.
Can describe the key themes and characters in short narratives involving familiar situations
that are written in high frequency everyday language.

Standards SE Where Addressed TG Where Addressed

Mediating Concepts
COLLABORATING IN A GROUP
FACILITATING COLLABORATIVE INTERACTION WITH PEERS
A2
Can collaborate in simple, shared tasks, provided that other participants speak slowly and Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
that one or more of them help him/her to contribute and to express his/her suggestions. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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Can collaborate in simple, practical tasks, asking what others think, making suggestions Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
and understanding responses, provided he/she can ask for repetition or reformulation 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
from time to time. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
While You Watch/Critical Thinking: 14,
While You Watch/Critical Thinking: 20, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
34, 48, 62, 76, 90, 104, 116, 130, 144,
158, 172; Discussion: 16, 18, 22, 24, 34, 52, 54

Discussion: 22, 28, 36, 42, 64, 84, 89,

92, 106, 110, 118, 152, 157
B1
Can collaborate on a shared task, for example formulating and responding to suggestions, Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
asking whether people agree, and proposing alternative approaches. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can collaborate in simple, shared tasks and work towards a common goal in a group by 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
asking and answering straightforward questions.
Can define the task in basic terms in a discussion and ask others to contribute their While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
expertise and experience. 34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

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Can invite other people in a group to speak. The opportunity to address this standard The opportunity to address this standard
exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

COLLABORATING TO CONSTRUCT MEANING

A2
Can ensure that the person he/she is talking to understands what he/she means by asking Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
appropriate questions. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157
Can make simple remarks and pose occasional questions to indicate that he/she is Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
following. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can make suggestions in a simple way in order to move the discussion forward. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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 Standards SE Where Addressed TG Where Addressed
B1
Can organise the work in a straightforward collaborative task by stating the aim and Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
explaining in a simple manner the main issue that needs to be resolved. Can use questions, 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
comments and simple reformulations to maintain the focus of a discussion. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Can ask a group member to give the reason(s) for their views. Can repeat Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
back part of what someone has said to confirm mutual understanding and 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
help keep the development of ideas on course. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

LEADING GROUP WORK

MANAGING INTERACTION
A2

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Can give very simple instructions to a cooperative group who help with formulation when This standard is not directly addressed in this
necessary. edition of Reading Explorer 1.

Standards SE Where Addressed TG Where Addressed

B1
Can allocate the turn in a discussion, inviting a participant to say something. The opportunity to address this standard exists. The opportunity to address this standard exists.
For example, see: For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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Can give simple, clear instructions to organise an activity. This standard is not directly addressed in this
edition of Reading Explorer 1.

ENCOURAGING CONCEPTUAL TALK

A2
Can ask what somebody thinks of a certain idea. The opportunity to address this standard exists. The opportunity to address this standard exists.
For example, see: For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

B1

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Can ask people to elaborate on specific points they made in their initial explanation. The opportunity to address this standard The opportunity to address this standard
Can ask appropriate questions to check understanding of concepts that have been exists. For example, see: exists. For example, see:
explained. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
Can ask questions to invite people to clarify their reasoning. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Can ask why someone thinks something, or how they think something would work. The opportunity to address this standard The opportunity to address this standard
exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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 Standards SE Where Addressed TG Where Addressed
Mediating Communication
FACILITATING PLURICULTURAL SPACE
A2
Can contribute to an intercultural exchange, using simple words to ask people to explain The opportunity to address this standard exists. The opportunity to address this standard exists.
things and to get clarification of what they say, whilst exploiting his/her limited repertoire For example, see: For example, see:
to express agreement, to invite, to thank etc. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

B1

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Can support communication across cultures by initiating conversation, showing interest The opportunity to address this standard exists. The opportunity to address this standard exists.
and empathy by asking and answering simple questions, and expressing agreement and For example, see: For example, see:
understanding. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
Can act in a supportive manner in intercultural encounters, recognising the feelings and 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
different world views of other members of the group. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

Can support an intercultural exchange using a limited repertoire to introduce people from The opportunity to address this standard The opportunity to address this standard
different cultural backgrounds and to ask and answer questions, showing awareness that exists. For example, see: exists. For example, see:
some questions may be perceived differently in the cultures concerned. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
Can help to develop a shared communication culture, by exchanging information in a 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
simple way about values and attitudes to language and culture. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

ACTING AS INTERMEDIARY IN INFORMAL SITUATIONS (WITH FRIENDS AND

COLLEAGUES)
A2

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Can communicate in (Language B) the overall sense of what is said in (Language A) in The opportunity to address this standard The opportunity to address this standard
everyday situations, following basic cultural conventions and conveying the essential exists. For example, see: exists. For example, see:
information, provided that the speakers articulate clearly in standard language and that Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
he/she can ask for repetition and clarification. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

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Can communicate in (Language B) the main point of what is said in (Language A) in The opportunity to address this standard The opportunity to address this standard
predictable, everyday situations, conveying back and forth information about personal exists. For example, see: exists. For example, see:
wants and needs, provided that the speakers help with formulation. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

B1
Can communicate in (Language B) the main sense of what is said in (Language A) on The opportunity to address this standard The opportunity to address this standard
subjects within his/her fields of interest, conveying straightforward factual information exists. For example, see: exists. For example, see:
and explicit cultural references, provided that he/she can prepare beforehand and that Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
the speakers articulate clearly in everyday language. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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 Standards SE Where Addressed TG Where Addressed
Can communicate in (Language B) the main sense of what is said in (Language A) on The opportunity to address this standard The opportunity to address this standard
subjects of personal interest, whilst following important politeness conventions, provided exists. For example, see: exists. For example, see:
that the speakers articulate clearly in standard language and that he/she can ask for Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
clarification and pause to plan how to express things. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

FACILITATING COMMUNICATION IN DELICATE SITUATIONS AND DISAGREEMENTS

A2
Can recognise when speakers disagree or when difficulties occur in interaction and adapt The opportunity to address this standard The opportunity to address this standard
memorised simple phrases to seek compromise and agreement. exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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 Standards SE Where Addressed TG Where Addressed
B1
Can ask parties in a disagreement to explain their point of view, and can respond briefly to The opportunity to address this standard exists. The opportunity to address this standard exists.
their explanations, provided the topic is familiar to him/her and the parties speak clearly. For example, see: For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Can demonstrate his/her understanding of the key issues in a disagreement on a topic The opportunity to address this standard exists. The opportunity to address this standard exists.
familiar to him/her and make simple requests for confirmation and/or clarification. For example, see: For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Mediation Strategies
STRATEGIES TO EXPLAIN A NEW CONCEPT
LINKING TO PREVIOUS KNOWLEDGE
A2

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No descriptors available

Standards SE Where Addressed TG Where Addressed

B1
Can explain how something works by providing examples which draw upon people’s The opportunity to address this standard exists. The opportunity to address this standard exists.
everyday experiences. For example, see: For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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Can show how new information is related to what people are familiar with by asking The opportunity to address this standard exists. The opportunity to address this standard exists.
simple questions. For example, see: For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

ADAPTING LANGUAGE
A2
Can repeat the main point of a simple message on an everyday subject, using different The opportunity to address this standard exists. The opportunity to address this standard exists.
words to help someone else understand it. For example, see: For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

B1

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Can paraphrase more simply the main points made in short, straightforward spoken or Reading Comprehension: 25, 58, 112, 121 Reading Comprehension: 17, 31, 54, 58
written texts on familiar subjects (e.g. short magazine articles, interviews) to make the
contents accessible for others.
Can paraphrase short written passages in a simple fashion, using the original order of the Reading Comprehension: 25, 58, 112, Reading Comprehension: 17, 31, 54, 58
text. 121

BREAKING DOWN COMPLICATED INFORMATION

A2
No descriptors available
B1
Can make a short instructional or informational text easier to understand by presenting it as This standard is not directly addressed in this
a list of separate points. edition of Reading Explorer 1.
Can make a set of instructions easier to understand by saying them slowly, a few words at This standard is not directly addressed in this
a time, employing verbal and non-verbal emphasis to facilitate understanding. edition of Reading Explorer 1.

STRATEGIES TO SIMPLIFY A TEXT

AMPLIFYING A DENSE TEXT
A2
No descriptors available

Standards SE Where Addressed TG Where Addressed

B1
Can make an aspect of an everyday topic clearer and more explicit by conveying the main The opportunity to address this standard exists. The opportunity to address this standard exists.
information in another way. For example, see: For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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Can make an aspect of an everyday topic clearer by providing simple examples. The opportunity to address this standard exists. The opportunity to address this standard exists.
For example, see: For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

STREAMLINING A TEXT
A2
Can identify and mark (e.g. underline, highlight etc.) the key sentences in a short, everyday Reading Skill: 108, 127, 141 Reading Skill: 53, 59, 61
text.
B1
Can identify and mark (e.g. underline, highlight etc.) the essential information in a Reading Skill: 108, 127, 141 Reading Skill: 53, 59, 61
straightforward, informational text, in order to pass this information on to someone else.

Standards SE Where Addressed TG Where Addressed

Communicative Language Competence
General Linguistic Range
GENERAL LINGUISTIC RANGE
A2

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Has a repertoire of basic language, which enables him/her to deal with everyday situations Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
with predictable content, though he/she will generally have to compromise the message 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
and search for words. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157
Can produce brief everyday expressions in order to satisfy simple needs of a concrete Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
type: personal details, daily routines, wants and needs, requests for information. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can use basic sentence patterns and communicate with memorised phrases, groups of a 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
few words and formulae about themselves and other people, what they do, places,
possessions etc. While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
Has a limited repertoire of short memorised phrases covering predictable survival 34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
situations; frequent breakdowns and misunderstandings occur in nonroutine situations. 158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157
B1
Has a sufficient range of language to describe unpredictable situations, explain the main Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
points in an idea or problem with reasonable precision and express thoughts on abstract 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
or cultural topics such as music and films. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

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Has enough language to get by, with sufficient vocabulary to express him/herself with Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
some hesitation and circumlocutions on topics such as family, hobbies and interests, work, 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
travel, and current events, but lexical limitations cause repetition and even difficulty with 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
formulation at times.
While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

VOCABULARY RANGE
A2

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Has sufficient vocabulary to conduct routine, everyday transactions involving familiar Vocabulary Practice: 12, 18, 27, 32, 41, 46, 55, Vocabulary Practice: 11, 13, 17, 19, 23,
situations and topics. 60, 69, 74, 83, 88, 97, 102, 109, 114, 123, 128, 25, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55,
137, 142, 151, 156, 165, 59, 61, 65, 67, 71, 73, 77, 79 ;
170;
Also the opportunity to address this standard
Also the opportunity to address this standard exists. For example, see:
exists. For example, see: Critical Thinking: 11, 13, 17, 19, 23, 25,
Critical Thinking: 11, 17, 26, 31, 40, 45, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 61, 65, 67, 71, 73, 77, 79;
122, 127, 136, 141, 150, 155, 164, 169;
While You Watch/Critical Thinking: 14,
While You Watch/Critical Thinking: 20, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
34, 48, 62, 76, 90, 104, 116, 130, 144,
158, 172; Discussion: 16, 18, 22, 24, 34, 52, 54

Discussion: 22, 28, 36, 42, 64, 84, 89,

92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

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Has a sufficient vocabulary for the expression of basic communicative needs. Has a Vocabulary Practice: 12, 18, 27, 32, 41, 46, 55, Vocabulary Practice: 11, 13, 17, 19, 23,
sufficient vocabulary for coping with simple survival needs. 60, 69, 74, 83, 88, 97, 102, 109, 114, 123, 128, 25, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55,
137, 142, 151, 156, 165, 59, 61, 65, 67, 71, 73, 77, 79;
170;
Also the opportunity to address this standard
Also the opportunity to address this standard exists. For example, see:
exists. For example, see: Critical Thinking: 11, 13, 17, 19, 23, 25,
Critical Thinking: 11, 17, 26, 31, 40, 45, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 61, 65, 67, 71, 73, 77, 79;
122, 127, 136, 141, 150, 155, 164, 169;
While You Watch/Critical Thinking: 14,
While You Watch/Critical Thinking: 20, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
34, 48, 62, 76, 90, 104, 116, 130, 144,
158, 172; Discussion: 16, 18, 22, 24, 34, 52, 54

Discussion: 22, 28, 36, 42, 64, 84, 89,

92, 106, 110, 118, 152, 157

B1
Has a good range of vocabulary related to familiar topics and everyday situations. Vocabulary Practice: 12, 18, 27, 32, 41, 46, 55, Vocabulary Practice: 11, 13, 17, 19, 23,
Has a sufficient vocabulary to express him/herself with some circumlocutions on most 60, 69, 74, 83, 88, 97, 102, 109, 114, 123, 128, 25, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55,
topics pertinent to his/her everyday life such as family, hobbies and interests, work, travel, 137, 142, 151, 156, 165, 59, 61, 65, 67, 71, 73, 77, 79 ;
and current events. 170;
Also the opportunity to address this standard
Also the opportunity to address this standard exists. For example, see:
exists. For example, see: Critical Thinking: 11, 13, 17, 19, 23, 25,
Critical Thinking: 11, 17, 26, 31, 40, 45, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 61, 65, 67, 71, 73, 77, 79;
122, 127, 136, 141, 150, 155, 164, 169;
While You Watch/Critical Thinking: 14,
While You Watch/Critical Thinking: 20, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
34, 48, 62, 76, 90, 104, 116, 130, 144,
158, 172; Discussion: 16, 18, 22, 24, 34, 52, 54

Discussion: 22, 28, 36, 42, 64, 84, 89,

92, 106, 110, 118, 152, 157

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 Standards SE Where Addressed TG Where Addressed
GRAMMATICAL ACCURACY
A2
Uses some simple structures correctly, but still systematically makes basic mistakes – for Word Usage: 27, 114 Word Usage: 17, 55
example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually
clear what he/she is trying to say.

B1
Communicates with reasonable accuracy in familiar contexts; generally good control Word Usage: 27, 114 Word Usage: 17, 55
though with noticeable mother tongue influence. Errors occur, but it is clear what he/she
is trying to express.

Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns Word Usage: 27, 114 Word Usage: 17, 55
associated with more predictable situations.

VOCABULARY CONTROL
A2
Can control a narrow repertoire dealing with concrete everyday needs. Vocabulary Practice: 12, 18, 27, 32, 41, Vocabulary Practice: 11, 13, 17, 19, 23,
46, 55, 60, 69, 74, 83, 88, 97, 102, 109, 25, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55,
114, 123, 128, 137, 142, 151, 156, 165, 59, 61, 65, 67, 71, 73, 77, 79;
170;
Also the opportunity to address this standard
Also the opportunity to address this standard exists. For example, see:
exists. For example, see: Critical Thinking: 11, 13, 17, 19, 23, 25,
Critical Thinking: 11, 17, 26, 31, 40, 45, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 61, 65, 67, 71, 73, 77, 79;
122, 127, 136, 141, 150, 155, 164, 169;
While You Watch/Critical Thinking: 14,
While You Watch/Critical Thinking: 20, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
34, 48, 62, 76, 90, 104, 116, 130, 144,
158, 172; Discussion: 16, 18, 22, 24, 34, 52, 54

Discussion: 22, 28, 36, 42, 64, 84, 89,

92, 106, 110, 118, 152, 157

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 Standards SE Where Addressed TG Where Addressed
B1

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Shows good control of elementary vocabulary but major errors still occur when expressing Vocabulary Practice: 12, 18, 27, 32, 41, 46, 55, Vocabulary Practice: 11, 13, 17, 19, 23,
more complex thoughts or handling unfamiliar topics and situations. Uses a wide range of 60, 69, 74, 83, 88, 97, 102, 109, 114, 123, 128, 25, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55,
simple vocabulary appropriately when talking about familiar topics. 137, 142, 151, 156, 165, 59, 61, 65, 67, 71, 73, 77, 79 ;
170;
Also the opportunity to address this standard
Also the opportunity to address this standard exists. For example, see:
exists. For example, see: Critical Thinking: 11, 13, 17, 19, 23, 25,
Critical Thinking: 11, 17, 26, 31, 40, 45, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 61, 65, 67, 71, 73, 77, 79;
122, 127, 136, 141, 150, 155, 164, 169;
While You Watch/Critical Thinking: 14,
While You Watch/Critical Thinking: 20, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
34, 48, 62, 76, 90, 104, 116, 130, 144,
158, 172; Discussion: 16, 18, 22, 24, 34, 52, 54

Discussion: 22, 28, 36, 42, 64, 84, 89,

92, 106, 110, 118, 152, 157

PHONOLOGICAL CONTROL
OVERALL PHONOLOGICAL CONTROL
A2

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Pronunciation is generally clear enough to be understood, but conversational partners will Word Usage: 27, 114; Word Usage: 17, 55;
need to ask for repetition from time to time. A strong influence from other language(s)
he/she speaks on stress, rhythm and intonation may affect intelligibility, requiring Also the opportunity to address this standard Also the opportunity to address this standard
collaboration from interlocutors. Nevertheless, pronunciation of familiar words is clear. exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

B1

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Pronunciation is generally intelligible; can approximate intonation and stress at both Word Usage: 27, 114; Word Usage: 17, 55;
utterance and word levels. However, accent is usually influenced by other language(s)
he/she speaks. Also the opportunity to address this standard Also the opportunity to address this standard
exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

SOUND ARTICULATION
A2
Pronunciation is generally intelligible when communicating in simple everyday situations, Word Usage: 27, 114; Word Usage: 17, 55;
provided the interlocutor makes an effort to understand specific sounds.
Systematic mispronunciation of phonemes does not hinder intelligibility, provided the Also the opportunity to address this standard Also the opportunity to address this standard
interlocutor makes an effort to recognise and adjust to the influence of the speaker's exists. For example, see: exists. For example, see:
language background on pronunciation. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

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B1
Is generally intelligible throughout, despite regular mispronunciation of individual sounds Word Usage: 27, 114; Word Usage: 17, 55;
and words he/she is less familiar with.
Also the opportunity to address this standard Also the opportunity to address this standard
exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

PROSODIC FEATURES
A2
Can use the prosodic features of everyday words and phrases intelligibly, in spite of a Word Usage: 27, 114; Word Usage: 17, 55;
strong influence on stress, intonation and/or rhythm from other language(s) he/she
speaks. Also the opportunity to address this standard Also the opportunity to address this standard
Prosodic features (e.g. word stress) are adequate for familiar, everyday words and simple exists. For example, see: exists. For example, see:
utterances. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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 Standards SE Where Addressed TG Where Addressed
B1
Can convey his/her message in an intelligible way in spite of a strong influence on stress, Word Usage: 27, 114; Word Usage: 17, 55;
intonation and/or rhythm from other language(s) he/she speaks.
Also the opportunity to address this standard Also the opportunity to address this standard
exists. For example, see: exists. For example, see:
Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

ORTHOGRAPHIC CONTROL
A2
Can copy short sentences on everyday subjects – e.g. directions how to get somewhere. This standard is not directly addressed in this
Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) edition of Reading Explorer 1.
short words that are in his/her oral vocabulary.

B1
Can produce continuous writing which is generally intelligible throughout. This standard is not directly addressed in this
Spelling, punctuation and layout are accurate enough to be followed most of the time. edition of Reading Explorer 1.

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 Standards SE Where Addressed TG Where Addressed
Sociolinguistic
SOCIOLINGUISTIC APPROPRIATENESS
A2
Can perform and respond to basic language functions, such as information exchange and Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
requests and express opinions and attitudes in a simple way. Can socialise simply but 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
effectively using the simplest common expressions and following basic routines. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157
Can handle very short social exchanges, using everyday polite forms of greeting and address. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
Can make and respond to invitations, suggestions, apologies etc. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157
B1

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Can perform and respond to a wide range of language functions, using their most common Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
exponents in a neutral register. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Is aware of the salient politeness conventions and acts appropriately. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
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 While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
those of his or her own community. 34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

Pragmatic
FLEXIBILITY
A2
Can adapt well-rehearsed memorised simple phrases to particular circumstances through Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
limited lexical substitution. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can expand learned phrases through simple recombinations of their elements. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157
B1

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Can adapt his/her expression to deal with less routine, even difficult, situations. Can Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
exploit a wide range of simple language flexibly to express much of what he/she wants. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157
TURNTAKING
A2
Can use simple techniques to start, maintain, or end a short conversation. Can initiate, Discussion: 22, 28, 36, 42, 64, 84, 89, 92, 106, Discussion: 16, 18, 22, 24, 34, 52, 54
maintain and close simple, face-to-face conversation. 110, 118, 152, 157
Can ask for attention. This standard is not directly addressed in this
edition of Reading Explorer 1.
B1
Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor. This standard is not directly addressed in this
edition of Reading Explorer 1.
Can initiate, maintain and close simple face-to-face conversation on topics that are Discussion: 22, 28, 36, 42, 64, 84, 89, 92, 106, Discussion: 16, 18, 22, 24, 34, 52, 54
familiar or of personal interest. 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

THEMATIC DEVELOPMENT
*These three original descriptors also appear on the scale for Sustained monologue:
putting a case.
A2
No descriptors available
Can tell a story or describe something in a simple list of points. This standard is not directly addressed in this
Can give an example of something in a very simple text using ‘like’ or ‘for example.’ edition of Reading Explorer 1.

B1

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Can clearly signal chronological sequence in narrative text. This standard is not directly addressed in this
Can develop an argument well enough to be followed without difficulty most of the time*. edition of Reading Explorer 1.

Shows awareness of the conventional structure of the text type concerned, when This standard is not directly addressed in this
communicating his/her ideas. edition of Reading Explorer 1.
Can reasonably fluently relate a straightforward narrative or description as a linear
sequence of points.
COHERENCE AND COHESION
A2
Can use the most frequently occurring connectors to link simple sentences in order to tell This standard is not directly addressed in this
a story or describe something as a simple list of points. edition of Reading Explorer 1.
Can link groups of words with simple connectors like ‘and, ‘but’ and ‘because’. This standard is not directly addressed in this
edition of Reading Explorer 1.

B1
Can introduce a counter-argument in a simple discursive text (e.g. with ‘however’). This standard is not directly addressed in this
edition of Reading Explorer 1.
Can link a series of shorter, discrete simple elements into a connected, linear sequence of This standard is not directly addressed in this
points. edition of Reading Explorer 1.
Can form longer sentences and link them together using a limited number of cohesive
devices, e.g. in a story.
Can make simple, logical paragraph breaks in a longer text.

Standards SE Where Addressed TG Where Addressed

PROPOSITIONAL PRECISION
A2

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Can communicate what he/she wants to say in a simple and direct exchange of limited Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
information on familiar and routine matters, but in other situations he/she generally has 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
to compromise the message. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

B1
Can explain the main points in an idea or problem with reasonable precision. Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157
Can convey simple, straightforward information of immediate relevance, getting across Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
which point he/she feels is most important. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
Can express the main point he/she wants to make comprehensibly. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Standards SE Where Addressed TG Where Addressed

SPOKEN FLUENCY

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A2
Can make him/herself understood in short contributions, even though pauses, false starts Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
and reformulation are very evident. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Can construct phrases on familiar topics with sufficient ease to handle short exchanges, Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
despite very noticeable hesitation and false starts. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

B1
Can express him/herself with relative ease. Despite some problems with formulation Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
resulting in pauses and ‘cul-de-sacs’, he/she is able to keep going effectively without help. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

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 Standards SE Where Addressed TG Where Addressed
Can keep going comprehensibly, even though pausing for grammatical and lexical planning Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
and repair is very evident, especially in longer stretches of free production. 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;

While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157

Plurilingual and Pluricultural Competence

BUILDING ON PLURICULTURAL REPERTOIRE
Note: Descriptors marked with asterisk (**) represent a high level for B2. They may also be
suitable for the C levels.
A2
Can recognise and apply basic cultural conventions associated with everyday social This standard is not directly addressed in this
exchanges (for example different greetings rituals). edition of Reading Explorer 1.
Can act appropriately in everyday greetings, farewells, and expressions of thanks and
apology, although he/she has difficulty coping with any departure from the routine.
Can recognise that his/her behaviour in an everyday transaction may convey a message
different to the one he/she intends, and can try to explain this simply. Can recognise when
difficulties occur in interaction with members of other cultures, even though he/she may
well not be sure how to behave in the situation.

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 Standards SE Where Addressed TG Where Addressed
B1
Can generally act according to conventions regarding posture, eye contact, and distance This standard is not directly addressed in this
from others. edition of Reading Explorer 1.
Can generally respond appropriately to the most commonly used cultural cues. Can
explain features of his/her own culture to members of another culture or explain
features of the other culture to members of his/her own culture. Can explain in simple
terms how his/her own values and behaviours influence his/her views of other people’s
values and behaviours.
Can discuss in simple terms the way in which things that may look ‘strange’ to him/her in
another sociocultural context may well be ‘normal’ for the other people concerned.
Can discuss in simple terms the way his/her own culturally-determined actions may be
perceived differently by people from other cultures.

PLURILINGUAL COMPREHENSION
Note: What is calibrated in this scale is the practical functional ability to exploit
plurilingualism for comprehension. In any particular context, when specific languages are
concerned, users may wish to complete the descriptor by specifying those languages,
replacing the expressions underlined and in italic in the descriptor.
For example the B1 descriptor
Can deduce the message of a text by exploiting what he/she has understood from
texts on the same theme written in different languages
(e.g. news in brief, museum brochure, online reviews) might be
presented as:
Can deduce the message of a text in German by exploiting what he/she has
understood from texts on the same theme written in French and English (e.g. news in
brief, museum brochure, online reviews).

A2

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Can understand short, clearly articulated spoken announcements by piecing together what This standard is not directly addressed in this
he/she understands from the available versions in different languages. edition of Reading Explorer 1.
Can understand short, clearly written messages and instructions by piecing together what
he/she understands from the versions in different languages.
Can use simple warnings, instructions and product information given in parallel in different
languages to find relevant information.

Standards SE Where Addressed TG Where Addressed

B1

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Can use what he/she has understood in one language to understand the topic and main The opportunity to address this standard exists. The opportunity to address this standard exists.
message of a text in another language (e.g. when reading short newspaper articles on the For example, see: For example, see:
same theme written in different languages). Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
Can use parallel translations of texts (e.g. magazine articles, stories, passages from novels) 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
to develop comprehension in different languages. 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
Can deduce the message of a text by exploiting what he/she has understood from texts on
the same theme written in different languages (e.g. news in brief, museum brochure, While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
online reviews). 34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
Can extract information from documents written in different languages in his/her field, 158, 172;
e.g. to include in a presentation. Discussion: 16, 18, 22, 24, 34, 52, 54
Can recognise similarities and contrasts between the way concepts are expressed in Discussion: 22, 28, 36, 42, 64, 84, 89,
different languages, in order to distinguish between identical uses of the same word root 92, 106, 110, 118, 152, 157
and ‘false friends’.
Can use his/her knowledge of contrasting grammatical structures and functional
expressions of languages in his/her plurilingual repertoire in order to support
comprehension.

Standards SE Where Addressed TG Where Addressed

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BUILDING ON PLURILINGUAL REPERTOIRE
Note: What is calibrated in this scale is the practical functional ability to exploit
plurilingualism. In any particular context, when specific languages are concerned, users
may wish to complete the descriptor by specifying those languages, replacing the
expressions underlined and in italic in the descriptor.
For example the B2 descriptor
Can make use of different languages in his/her plurilingual repertoire during
collaborative interaction, in order to clarify the nature of a task, the main steps, the
decisions to be taken, the outcomes expected.
might be presented as:
Can make use of English, Spanish and French during collaborative interaction, in
order to clarify the nature of a task, the main steps, the decisions to be taken, the
outcomes expected.

Descriptors marked with asterisk (**) represent a high level for B2. They may also be
suitable for the C levels.

A2
Can mobilise his/her limited repertoire in different languages in order to explain a problem The opportunity to address this standard exists. The opportunity to address this standard exists.
or to ask for help or clarification. For example, see: For example, see:
Can use words and phrases from different languages in his/her plurilingual repertoire to Critical Thinking: 11, 17, 26, 31, 40, 45, Critical Thinking: 11, 13, 17, 19, 23, 25,
conduct a simple, practical transaction or information exchange. Can use a word from 54, 59, 68, 73, 79, 82, 87, 96, 108, 113, 29, 31, 35, 37, 41, 43, 47, 49, 53, 55, 59,
another language in his/her plurilingual repertoire to make him/herself understood in a 122, 127, 136, 141, 150, 155, 164, 169; 61, 65, 67, 71, 73, 77, 79;
routine everyday situation, when he/she cannot think of an adequate expression in the
language being spoken. While You Watch/Critical Thinking: 20, While You Watch/Critical Thinking: 14,
34, 48, 62, 76, 90, 104, 116, 130, 144, 20, 26, 32, 38, 44, 50, 56, 62, 68, 74, 80;
158, 172;
Discussion: 16, 18, 22, 24, 34, 52, 54
Discussion: 22, 28, 36, 42, 64, 84, 89,
92, 106, 110, 118, 152, 157
B1

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Can exploit creatively his limited repertoire in different languages in his/her plurilingual This standard is not directly addressed in this
repertoire for everyday contexts, in order to cope with an unexpected situation. edition of Reading Explorer 1.

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