Impact Cefr Correlations

Introduction
What is the Common European Framework of Reference?

The Council of Europe has developed the Common European Framework of Reference:
Learning, Teaching, Assessment (or CEFR for short) with a view to promoting
language teaching and learning within Europe.
The CEFR aims to provide a descriptive framework which encourages the development
of language skills and inter-cultural awareness, learner autonomy and lifelong
learning. It is of interest to course designers and coursebook writers as well as
teachers, testers and teacher trainers.
The CEFR aims to promote a coherent approach to language learning with an
emphasis on examining what we can do with a language. It also provides a framework
which permits the comparison of the language levels of individuals in an impartial
way.
What are the aims of the CEFR?
It is important to be aware that the CEFR is designed as a set of common reference
points and not as a set of points that should be covered systematically in study. One
level or one set of reference points is not intended to refer to a year of study or a
number of hours of study. It recognises that students have different aims and learn at
different speeds.
The CEFR does not intend to prescribe a method of teaching, and recognises that
there are a variety of methods relevant to different teaching contexts. However, it has
a clear focus on the four skills and on developing an ability to communicate rather
than acquire knowledge.
The CEFR also emphasises acquiring the skills to learn independently. It encourages
autonomy in students and focuses on what they ‘can do’ and not on what they still
need to learn.
The CEFR intends to help define teachers’ and learners’ objectives. Teachers need to
understand what they want to achieve on a course and students need clear objectives.
The CEFR provides a set of descriptors and levels of competence that help focus such
aims.
How are the levels of the CEFR organised?
The CEFR has six levels which range from A1 (students with a starter level of English)
to C2 (students who can use the language fluently and with precision). Below is an
overview of these levels.
Proficient C2 Mastery Students can use the language

precisely and fluently with near native
competence.
C1 Effective Students are proficient in the
Operational language and have a wide range of
Proficiency vocabulary.
Independent B2 Vantage Students are able to express
themselves in increasingly abstract
ways.
B1 Threshold Students at this level can maintain
conversations.
Basic A2 Waystage Students are able to get by in an
increasing range of social situations.
A1 Breakthrough Students can express themselves in
simple, basic language.
1 Impact Foundation © National Geographic Learning

Note that the CEFR recognises intermediate levels between the global levels above –
A2+, B2+, etc.
Each of the six levels of the CEFR is defined by a large set of descriptors – ‘can do tick
points’ – which aim to define the expected language ability of an individual at each of
the levels. For example, one of the descriptors under the heading Conversation at A1
level is: can ask how people are and react to news. At C2 level, a descriptor under the
same heading is: can use language flexibly and effectively for social purposes.
How does the CEFR correspond to Impact?
The Impact series has a communicative approach with an emphasis on learning
language in real life contexts and on producing language in a broad range of speaking
and writing situations. Consequently, its approach mirrors the functional descriptors of
the CEFR as well as its broad emphasis on being able to communicate in a range of
realistic situations.
Impact Foundation covers the majority of competences for A1+. In this booklet, each
exercise of the Impact series is mapped against core descriptors at the relevant global
level. So, Impact Foundation is mapped against descriptors at the A1+ threshold.
How does Impact match the aims of the CEFR?
Impact’s grammar and vocabulary syllabus encourages the linguistic competences
needed for students to be able to communicate successfully. The emphasis on the four
skills of reading, writing, speaking and listening in Impact reflects the same emphasis
in the CEFR.
The Workbook and teacher’s resources give students extra practice and learning
resources. The Workbook aims to develop learner autonomy.
Can I learn more about this?
You can find more information about the Council of Europe at www.coe.int.
Hyperlinked pdfs of the CEFR are also available at this site.

Impact Foundation CEF Overview
Framework level: A1+
Communicative activities:
Reception (spoken)
DESCRIPTOR STUDENT’S BOOK ACTIVITIES
Overall listening comprehension: U0 (page 8) ex1; U0 (pages 10–11) ex1, 2, 4, 6; U0
(pages 12–13) ex1, 2; U0 (page 14 Months of the Year
Can follow speech that is very slow and carefully
and Days of the Week) ex1, ex 2; U0 (page 14
articulated, with long pauses for him/her to
Seasons) ex1; U0 (page 15 Numbers) ex1; U0 (page 15
assimilate meaning.
Colours) ex1; U0 (Telling the Time) ex1; U0 (page 18)
ex1, 2; U0 (page 19) ex1; U0 (page 20) ex1, 2; U0
(page 21 Plurals) ex1; U0 (page 22) ex1; U0 (page 23)
ex1; U0 (page 24) ex1; U0 (page 25) ex1; U1
Vocabulary (page 28–30) ex 1, 2, 5; U1 Speaking (page
31) ex 1; U1 Grammar (page 32-33) ex 1, 3; ; U1
Grammar (page 38) ex 1; U2 Vocabulary (page 44-46)
ex 1, 2; U2 Speaking (page 47) ex 1; U2 Grammar
(page 48-49) ex 1, 3; U3 Vocabulary (page 62-64) ex 1,
5; U3 Speaking (page 65) ex 1; U3 Grammar (page 66-
67) ex 1; U4 Vocabulary (page 78-80) ex 1; U4
Speaking (page 78-80) ex 1; U4 Grammar (page 82-83)
ex 3; U5 Vocabulary (page 96-98) ex 1; U5 Speaking
(page 99) ex 1; U5 Reading (page 100-101) ex 1; U5
Grammar (page 100-101) ex 1; U6 Vocabulary (page
112-114) ex 1; U6 Speaking (page 115) ex 1; U6
Grammar (page 116-117) ex 1, 3, 4; U7 Vocabulary
(page 130-132) ex 1; U7 Speaking (page 133) ex 1; U7
Speaking (page 133) ex 3; U8 Vocabulary (page 146-
148) ex1; U8 Speaking (page 149) ex1; U8 Grammar
(page 150-151) ex1, 4
Listening to announcements and instructions U0 Classroom Language (page 12-13) ex1
Reception (audio/visual)
Watching TV and film (A2): U1 Video (page 36-37) ex 3; U1 Mission (page 40-41)
page 40; U2 Video (page 52-53) ex 3; U2 Mission
Can identify the main point of TV news items
(page 56-57) page 56; U3 Video (page 70-71) ex 3; U3
reporting events, accidents etc. where the visual
Mission (page 74-75) page 74; U4 Video (page 86-87)
supports the commentary.
ex 3; U4 Mission (page 90-91) page 90; U5 Video
Can follow changes of topic of factual TV news (page 104-105) ex 3; U5 Mission (page 108-109) page
items, and form an idea of the main content. 108; U6 Video (page 120-121) ex 3; U6 Mission (page
124-125) page 124; U7 Video (page 138-139) ex 3; U7
Mission (page 142-143) page 142; U8 Video (page
154-155) ex3; U8 Mission (page 158-159) page 158

Reception (written)
Overall reading comprehension: U0 (pages 10–11) ex2; U0 (pages 12–13) ex2; U0
(page 18) ex2; U0 (page 20) ex2; U1 Vocabulary (page
Can understand very short, simple texts a single
28–30) ex 1, 4; U1 Speaking (page 31) ex 2; U1
phrase at a time, picking up familiar names, words
Grammar (page 32-33) ex 2, 5; U1 Reading (page 34-
and basic phrases and rereading as required.
35) ex 1, 2, 3, 4, 5; U1 Grammar (page 38) ex 2; U2
Vocabulary (page 44-46) ex 1, 4; U2 Speaking (page
47) ex 2; U2 Grammar (page 48-49) ex 2; U2 Reading
(page 50-51) ex 1, 2, 3, 4, 5; U2 Grammar (page 54) ex
1; U3 Vocabulary (page 62-64) ex 1, 4; U3 Speaking
(page 65) ex 2, 3; U3 Reading (page 68-69) ex 1, 2, 3,
4, 5; U3 Grammar (page 72) ex 1, 2; U3 Writing (page
73) ex 1, 2; U4 Vocabulary (page 78-80) ex 1, 4; U4
Speaking (page 81) ex 2; U4 Grammar (page 82-83) ex
1; U4 Reading (page 84-85) ex 1, 3, 4, 5; U4 Video
(page 86-87) ex 2; U4 Grammar (page 88) ex 1; U4
Writing (page 89) ex 1; U5 Vocabulary (page 96-98) ex
1, 4; U5 Speaking (page 99) ex 2; U5 Grammar (page
100-101) ex 2; U5 Reading (page 102-103) ex 1, 3, 4,
5; U5 Grammar (page 106) ex 1; U5 Writing (page
107) ex 1; U6 Vocabulary (page 112-114) ex 1, 4; U6
Speaking (page 115) ex 2, 3; U6 Grammar (page 116-
117) ex 2; U6 Reading (page 118-119) ex 1, 2, 3, 4, 5;
U6 Grammar (page 122) ex 1; U6 Writing (page 123)
ex 1, 2; U7 Vocabulary (page 130-132) ex 1, 4; U7
Speaking (page 133) ex 2, 3; U7 Speaking (page 133)
ex 1; U7 Reading (page 136-137) ex 3, 4, 5; U7 Video
(page 138-139) ex 1; U7 Grammar (page 140) ex 1; U7
Writing (page 141) ex 1, 2; U8 Vocabulary (page 146-
148) ex1, 4; U8 Speaking (page 149) ex2; U8 Grammar
(page 150-151) ex2, 4; U8 Reading (page 152-153)
ex1, 3, 4; U8 Grammar (page 156) ex1; U8 Writing
(page 157) ex1
Reading for orientation: U1 Reading (page 34-35) ex 1, 2, 3, 5; U2 Reading

(page 50-51) ex 1, 2, 3, 5; U3 Reading (page 68-69) ex
Can recognise familiar names, words and very
1, 2, 3, 5; U4 Reading (page 84-85) ex 3, 4, 5; U5
basic phrases on simple notices in the most
Reading (page 102-103) ex 3, 5; U6 Reading (page
common everyday situations.
118-119) ex 2; U6 Writing (page 123) ex 2; U7 Reading
(page 136-137) ex 3, 4, 5; U7 Writing (page 141) ex 1,
2; U8 Reading (page 152-153) ex1, 3, 4; U8 Writing
(page 157) ex1

Reading for information and argument U1 Vocabulary (page 28–30) ex 1, 4; U1 Reading (page
34-35) ex 1, 2, 3, 4, 5; U2 Vocabulary (page 44-46) ex
Can get an idea of the content of simpler
1, 4; U2 Reading (page 50-51) ex 1, 2, 3, 4, 5; U3
informational material and short simple
Vocabulary (page 62-64) ex 1; U3 Reading (page 68-
descriptions, especially if there is visual support.
69) ex 3, 4, 5; U3 Writing (page 73) ex 2; U4
85) ex 3, 4, 5; U4 Writing (page 89) ex 2; U5
103) ex 3, 4, 5; U6 Vocabulary (page 112-114) ex 1; U6
Reading (page 118-119) ex 1, 2, 3, 4, 5; U6 Writing
(page 123) ex 1, 2; U7 Vocabulary (page 130-132) ex
1; U7 Reading (page 136-137) ex 3, 4; U7 Writing
(page 141) ex 1, 2; U8 Vocabulary (page 146-148) ex1;
U8 Reading (page 152-153) ex1, 3, 4; U8 Writing (page
157) ex1
Interaction (spoken)
Overall spoken interaction: U0 (pages 10–11) ex7; U0 (pages 12–13) ex4; U0
(page 14 Months of the Year and Days of the Week)
Can interact in a simple way, but communication is
ex3; U0 (page 14 Seasons) ex2; U0 (page 15 Numbers)
totally dependent on repetition at a slower rate of
ex2; U0 (Telling the Time) ex3; U0 (page 23) ex3; U0
speech, rephrasing and repair. Can ask and answer
(page 24) ex2, 3; U0 (page 25) ex3; U1 To start; U1
simple questions, initiate and respond to simple
Vocabulary (page 28–30) ex 3, 6; U1 Speaking (page
statements in areas of immediate need or on very
31) ex 3; U1 Grammar (page 32-33) ex 4, 5; U1
familiar topics.
Reading (page 34-35) ex 1, 6; U1 Video (page 36-37)
ex 1, 2, 5, 7; U1 Grammar (page 38) ex 3; U1 Mission
(page 40-41) page 40, page 41; U2 To start; U2
Vocabulary (page 44-46) ex 3; U2 Speaking (page 47)
ex 3; U2 Grammar (page 48-49) ex 4, 5; U2 Reading
(page 50-51) ex 1, 6; U2 Video (page 52-53) ex 1, 5, 6,
7; U2 Grammar (page 54) ex 3; U2 Mission (page 56-
57) page 56, page 57; U3 To start; U3 Vocabulary
(page 62-64) ex 3; U3 Grammar (page 66-67) ex 2; U3
ex 1; U3 Grammar (page 72) ex 2; U3 Mission (page
74-75) page 74, page 75; U4 To start; U4 Vocabulary
85) ex 6; U4 Video (page 86-87) ex 1, 7; U4 Mission
(page 90-91) page 90; U5 To start; U5 Vocabulary
(page 96-98) ex 1, 3, 6; U5 Speaking (page 99) ex 3;
U5 Reading (page 102-103) ex 1, 6; U5 Video (page
104-105) ex 1, 5, 6; U5 Mission (page 108-109) page
108, page 109; U6 To start; U6 Vocabulary (page 112-
114) ex 1, 3; U6 Speaking (page 115) ex 3; U6 Reading
(page 118-119) ex 1, 6; U6 Video (page 120-121) ex 6;
U6 Grammar (page 122) ex 2; U6 Mission (page 124-

(page 130-132) ex 1, 3, 6; U7 Reading (page 136-137)
ex 1, 6; U7 Video (page 138-139) ex 1, 7, 8; U7
Mission (page 142-143) page 142, page 143; U8 To
start; U8 Vocabulary (page 146-148) ex1, 3, 6; U8
Speaking (page 149) ex3; U8 Grammar (page 150-151)
ex3, 5; U8 Reading (page 152-153) ex1, 6; U8 Video
(page 154-155) ex1, 5, 6; U8 Grammar (page 156) ex2;
U8 Mission (page 158-159) page 158, page 159
Conversation: U0 (pages 10–11) ex7; U0 (pages 12–13) ex4; U3

Speaking (page 65) ex 3; U4 Speaking (page 81) ex 3;
Can make an introduction and use basic greeting
and leave-taking expressions.
Can understand everyday expressions aimed at the
satisfaction of simple needs of a concrete type,
delivered directly to him/her in clear, slow and
repeated speech by a sympathetic speaker.
Can ask how people are and react to news.
Conversation (A2): U4 Video (page 86-87) ex 7; U5 Speaking (page 99) ex
3; U6 Speaking (page 115) ex 3; U7 Speaking (page
Can participate in short conversations in routine
133) ex 3;
contexts on topics of interest.
Can discuss everyday practical issues in a simple
way when addressed clearly, slowly and directly.
Goal-oriented co-operation: U7 Speaking (page 133) ex 3; U8 Speaking (page 149)

ex3
Can understand questions and instructions
addressed carefully and slowly to him/her and
follow short, simple directions.
Information exchange: U0 (pages 10–11) ex7; U0 (pages 12–13) ex4; U0
(page 14 Months of the Year and Days of the Week)
Can ask and answer simple questions, initiate and
ex3; U0 (page 14 Seasons) ex2; U0 (page 15 Numbers)
respond to simple statements in areas of
ex2; U0 (Telling the Time) ex3; U0 (page 23) ex3; U0
immediate need or on very familiar topics.
(page 24) ex2, 3; U0 (page 25) ex3; U1 To start; U1
Can ask and answer questions about themselves Vocabulary (page 28–30) ex 3, 6; U1 Speaking (page
and other people, where they live, people they 31) ex 3; U1 Grammar (page 32-33) ex 4, 5; U1
know, things they have. Reading (page 34-35) ex 1, 6; U1 Video (page 36-37)
Can indicate time by such phrases as next week, ex 1, 2, 5, 7; U1 Grammar (page 38) ex 3; U1 Mission
last Friday, in November, three o'clock. (page 40-41) page 40, page 41; U2 To start; U2
ex 3; U2 Grammar (page 48-49) ex 4, 5; U2 Reading
(page 50-51) ex 1, 6; U2 Video (page 52-53) ex 1, 5, 6,
7; U2 Grammar (page 54) ex 3; U2 Mission (page 56-
(page 62-64) ex 3; U3 Grammar (page 66-67) ex 2; U3
ex 1; U3 Grammar (page 72) ex 2; U3 Mission (page
74-75) page 74, page 75; U4 To start; U4 Vocabulary

85) ex 6; U4 Video (page 86-87) ex 1, 7; U4 Mission
(page 90-91) page 90; U5 To start; U5 Vocabulary
(page 96-98) ex 1, 3, 6; U5 Speaking (page 99) ex 3;
U5 Reading (page 102-103) ex 1, 6; U5 Video (page
104-105) ex 1, 5, 6; U5 Mission (page 108-109) page
108, page 109; U6 To start; U6 Vocabulary (page 112-
114) ex 1, 3; U6 Speaking (page 115) ex 3; U6 Reading
U6 Grammar (page 122) ex 2; U6 Mission (page 124-
(page 130-132) ex 1, 3, 6; U7 Reading (page 136-137)
Mission (page 142-143) page 142, page 143; U8 To
(page 154-155) ex1, 5, 6; U8 Grammar (page 156) ex2;
U8 Mission (page 158-159) page 158, page 159
Interaction (written)
Overall written interaction: U0 (pages 10–11) ex7; U1 Mission (page 40-41) page
41; U3 Mission (page 74-75) page 75; U4 Mission
Can ask for or pass on personal details in written
(page 90-91) page 91
form.
Overall written interaction: U7 Video (page 138-139) ex 8

Can write personal letters and notes asking for or
conveying simple information of immediate
relevance, getting across the point he/she feels to
be important (B1).
Correspondence: U6 Grammar (page 116-117) ex 5; U8 Video (page
154-155) ex7
Can write a short simple postcard.
Notes, messages and forms: U0 (pages 10–11) ex7

Can write numbers and dates, own name,
nationality, address, age, date of birth or arrival in
the country etc. such as on a hotel registration
form.
Production (spoken)
Overall spoken production: U0 (pages 10–11) ex7; U0 (page 23) ex3; U0 (page 24)
ex2, 3; U0 (page 25) ex3; U1 To start; U1 Vocabulary
Can produce simple mainly isolated phrases about
(page 28–30) ex 1, 6; U1 Speaking (page 31) ex 3; U1
people and places.
Grammar (page 32-33) ex 4; U1 Reading (page 34-35)
ex 1, 6; U1 Video (page 36-37) ex 1, 2, 4, 5, 7; U1
Mission (page 40-41) page 40, page 41; U2 To start;
U2 Vocabulary (page 44-46) ex 1, 3, 6; U2 Speaking
(page 47) ex 3; U2 Grammar (page 48-49) ex 4, 5; U2

ex 1, 5, 6, 7; U2 Mission (page 56-57) page 56, page
57; U3 To start; U3 Vocabulary (page 62-64) ex 1, 5;
U3 Speaking (page 65) ex 3; U3 Grammar (page 66-
67) ex 2, 4; U3 Reading (page 68-69) ex 1, 6; U3 Video
(page 70-71) ex 1; U3 Mission (page 74-75) page 74,
page 75; U4 To start; U4 Vocabulary (page 78-80) ex
1, 3, 6; U4 Speaking (page 78-80) ex 3; U4 Grammar
(page 82-83) ex 4, 5; U4 Reading (page 84-85) ex 1, 6;
U4 Video (page 86-87) ex 1, 7; U5 To start; U5
Vocabulary (page 96-98) ex 1, 3, 6; U5 Speaking (page
99) ex 3; U5 Reading (page 102-103) ex 1, 6; U5 Video
(page 104-105) ex 1, 6; U5 Grammar (page 106) ex 2;
U6 To start; U6 Vocabulary (page 112-114) ex 1, 3; U6
Speaking (page 115) ex 4; U6 Reading (page 118-119)
Grammar (page 122) ex 2; U7 To start; U7 Vocabulary
(page 130-132) ex 1, 3, 6; U7 Speaking (page 133) ex
3; U7 Reading (page 136-137) ex 1, 6; U7 Video (page
138-139) ex 1, 7, 8; U8 To start; U8 Vocabulary (page
146-148) ex1, 3, 6; U8 Speaking (page 149) ex3; U8
Reading (page 152-153) ex1, 6; U8 Video (page 154-
155) ex1, 5, 6; U8 Writing (page 157) ex2
Sustained monologue (describing experience): U2 Grammar (page 48-49) ex 4, 5; U2 Grammar (page
54) ex 2, 3;
Can describe him/herself, what he/she does and
where he/she lives.
Addressing audiences (A2): U1 Video (page 36-37) ex 7; U2 Video (page 52-53) ex
7; U2 Mission (page 56-57) page 57; U3 Video (page
Can give a short, rehearsed, basic presentation on
70-71) ex 7; U3 Mission (page 74-75) page 75; U4
a familiar subject.
Vocabulary (page 78-80) ex 6; U4 Video (page 86-87)
ex 7; U4 Mission (page 90-91) page 91; U5 Vocabulary
(page 96-98) ex 6; U5 Mission (page 108-109) page
109; U6 Video (page 120-121) ex 6; U6 Mission (page
124-125) page 125; U7 Mission (page 142-143) page
143; U8 Video (page 154-155) ex7; U8 Mission (page
158-159) page 159
Interviewing and being interviewed: U7 Mission (page 142-143) page 143

Can reply in an interview to simple direct
questions spoken very slowly and clearly in direct
non-idiomatic speech about personal details
Transactions to obtain goods and services: U0 (page 15) ex1, 2; U0 (page 17 Telling the Time) ex2
Can handle numbers, quantities, cost and time
Production (written)

Overall written production: U0 (pages 10–11) ex6; U0 (page 17 Telling the Time)
ex2
Can write simple isolated phrases and sentences.
U1 Vocabulary (page 28–30) ex 3; U1 Speaking (page
31) ex 1, 2; U1 Grammar (page 32-33) ex 5; ; U1 Video
(page 36-37) ex 6, 7; U1 Writing (page 39) ex 3; U2
ex 1, 2; U2 Video (page 52-53) ex 6, 7; U2 Grammar
(page 54) ex 3; U2 Mission (page 56-57) page 57; U3
Vocabulary (page 62-64) ex 6; U3 Grammar (page 66-
67) ex 5; U3 Video (page 70-71) ex 7; U3 Writing
(page 73) ex 3; U3 Mission (page 74-75) page 75; U4
Grammar (page 82-83) ex 2, 4; U4 Writing (page 89)
ex 3; U4 Mission (page 90-91) page 91; U5 Grammar
U5 Mission (page 108-109) page 109; U6 Grammar
(page 116-117) ex 5; U6 Writing (page 123) ex 3; U6
Mission (page 124-125) page 125; U7 Video (page
138-139) ex 8; U8 Video (page 154-155) ex7
Overall written production: U5 Writing (page 107) ex 1; U7 Writing (page 141) ex

3; U7 Mission (page 142-143) page 143; U8 Writing
Can write a series of simple phrases and sentences
(page 157) ex3; U8 Mission (page 158-159) page 159
linked with simple connectors like “and", “but”
and “because”(A2)
Creative writing: U2 Grammar (page 54) ex 3;

Can write simple phrases and sentences about
themselves and imaginary people, where they live
and what they do.
Creative writing: U1 Video (page 36-37) ex 7; U2 Video (page 52-53) ex
7; U2 Grammar (page 54) ex 3; U3 Video (page 70-71)
Can write very short, basic descriptions of events,
ex 7; U3 Writing (page 73) ex 3; U4 Video (page 86-
past activities and personal experiences (A2).
87) ex 7; U4 Mission (page 90-91) page 91; U6 Writing
Can write about everyday aspects of his (page 123) ex 3;
environment e.g. people, places, a job or study
experience in linked sentences.
Reports and essays: U7 Video (page 138-139) ex 8
Can write very brief reports to a standard
conventionalised format, which pass on routine
factual information and state reasons for actions
(B1).

Communicative language competence
Linguistic – range
Vocabulary range: U0 (pages 10–11) ex3, 6, 4; U0 (page 14 Months of
the Year and Days of the Week) ex1, ex 3; U0 (page 14
Has a basic vocabulary repertoire of isolated words
Seasons) ex2; U0 (page 15 Numbers) ex2; U0 (page 15
and phrases related to particular concrete
Colours) ex2; U1 Vocabulary (page 28–30) ex 4, 5; U1
situations.
Reading (page 34-35) ex 2; U2 Vocabulary (page 44-
46) ex 4, 5; U2 Reading (page 50-51) ex 2; U3
Vocabulary (page 62-64) ex 2, 4, 5; U3 Grammar (page
66-67) ex 3, 4; U3 Reading (page 68-69) ex 2; U4
Vocabulary (page 78-80) ex 2, 4, 5; U4 Grammar (page
82-83) ex 3, 4; U4 Reading (page 84-85) ex 2; U4
Grammar (page 88) ex 1, 2, 3; U5 Vocabulary (page
96-98) ex 2, 4, 5; U5 Grammar (page 100-101) ex 3, 4;
U5 Reading (page 102-103) ex 2; U6 Vocabulary (page
112-114) ex 2, 4, 5; U6 Grammar (page 116-117) ex 3;
130-132) ex 2, 4, 5; U7 Speaking (page 133) ex 3, 4;
146-148) ex2, 4, 5; U8 Reading (page 152-153) ex1, 2
General linguistic range: U1 Speaking (page 31) ex 2, 3; U1 Grammar (page 32-

33) ex 4; U1 Grammar (page 38) ex 3; U2 Speaking
Has a very basic range of simple expressions about
(page 47) ex 2, 3; U2 Grammar (page 48-49) ex 4, 5;
personal details and needs of a concrete type.
U2 Grammar (page 54) ex 2, 3; U3 Speaking (page 65)
ex 2, 3; U3 Grammar (page 66-67) ex 2, 4, 5; U3
Grammar (page 72) ex 1; U4 Speaking (page 81) ex 2,
3; U4 Grammar (page 88) ex 2, 3; U5 Speaking (page
99) ex 2, 3; U6 Speaking (page 115) ex 2; U7 Speaking
(page 133) ex 2; U8 Speaking (page 149) ex2
Control
Grammatical accuracy: U0 (page 18) ex2, 3; U0 (page 19) ex2, 3; U0 (page 20)
ex2, 3, 4; U0 (page 22) ex2; U0 (page 23) ex2, 3; U0
Shows only limited control of a few simple
(page 25) ex2; U1 Grammar (page 32-33) ex 1, 2; U1
grammatical structures and sentence patterns in a
Grammar (page 38) ex 1, 2; U1 Writing (page 39) ex 1,
learnt repertoire.
2, 3; U2 Grammar (page 48-49) ex 1, 2; U2 Grammar
(page 54) ex 1; U2 Writing (page 55) ex 1, 2, 3; U3
Grammar (page 66-67) ex 1, 2; U3 Grammar (page 72)
ex 1; U4 Grammar (page 82-83) ex 1, 2; U4 Grammar
(page 88) ex 1; U5 Reading (page 100-101) ex 1, 2; U5
Grammar (page 100-101) ex 1, 2; U5 Grammar (page
106) ex 1; U6 Grammar (page 116-117) ex 1, 2, 4; U6
Grammar (page 122) ex 1, 2; U7 Speaking (page 133)
ex 1, 3, 4; U7 Grammar (page 140) ex 1, 2; U8
Grammar (page 150-151) ex1, 2; U8 Grammar (page
156) ex1, 3

Phonological control: U0 (page 8) ex1; U0 (pages 10–11) ex1, 4; U0 (pages
12–13) ex1; U0 (page 14 Months of the Year and Days
Pronunciation of a very limited repertoire of learnt
of the Week) ex1, 2; U0 (page 14 Seasons) ex1, 2; U0
words and phrases can be understood with some
(page 15 Numbers) ex1; U0 (page 15 Colours) ex1; U0
effort by native speakers used to dealing with
(Telling the Time) ex1; U0 (page 18) ex1, 2; U0 (page
speakers of his/her language group.
19) ex1; U0 (page 20) ex1, 2; U0 (page 21 Plurals) ex1;
U0 (page 22) ex1; U0 (page 23) ex1; U0 (page 24) ex1;
U0 (page 25) ex1; U2 Grammar (page 48-49) ex 3; U2
Reading (page 50-51) ex 2; U1 Vocabulary (page 28–
30) ex 2, 5; U1 Grammar (page 32-33) ex 3; U1
Reading (page 34-35) ex 2; U2 Vocabulary (page 44-
46) ex 2, 5; U3 Vocabulary (page 62-64) ex 2, 5; U3
ex 2; U4 Vocabulary (page 78-80) ex 2, 5; U4
ex 2; U5 Vocabulary (page 96-98) ex 2, 5; U5
Grammar (page 100-101) ex 3; U5 Reading (page 102-
Speaking (page 133) ex 3; U7 Reading (page 136-137)
ex 2; U8 Vocabulary (page 146-148) ex2, 5; U8
Grammar (page 150-151) ex4; U8 Reading (page 152-
153) ex2
Sociolinguistic
Sociolinguistic appropriateness: U0 (page 10–11) ex7
Can establish basic social contact by using the
simplest everyday polite forms of: greetings and
farewells; introductions; saying please, thank you,
sorry etc.
Pragmatic
Coherence: U1 Writing (page 39) ex 3; U2 Grammar (page 54) ex
3; U3 Writing (page 73) ex 3;
Can link words or groups of words with very basic
linear connectors like 'and' or 'then'.
Coherence: U2 Grammar (page 54) ex 3; U3 Writing (page 73) ex
3; U4 Writing (page 89) ex 3; U4 Mission (page 90-91)
Can use the most frequently occurring connectors
page 91
to link simple sentences in order to tell a story or
describe something as a simple list of points (A2).
Spoken fluency: U1 To start; U1 Vocabulary (page 28–30) ex 1, 6; U1
Can manage very short, isolated, mainly pre-
4; U1 Reading (page 34-35) ex 1, 6; U1 Video (page
packaged utterances, with much pausing to search

for expressions, to articulate less familiar words, 36-37) ex 1, 2, 5, 7; U1 Grammar (page 38) ex 3; U2 To
and to repair communication. start; U2 Vocabulary (page 44-46) ex 1, 3, 6; U2
4, 5; U2 Reading (page 50-51) ex 1, 6; U2 Video (page
52-53) ex 1, 5, 6, 7; U2 Grammar (page 54) ex 2, 3; U3
To start; U3 Vocabulary (page 62-64) ex 1, 5; U3
ex 1; U3 Grammar (page 72) ex 2; U4 To start; U4
Vocabulary (page 78-80) ex 1, 3, 6; U4 Reading (page
84-85) ex 1, 6; U4 Video (page 86-87) ex 1, 7; U5 To
start; U5 Vocabulary (page 96-98) ex 1, 3, 6; U5
Reading (page 102-103) ex 1, 6; U5 Video (page 104-
105) ex 1, 5, 6; U6 To start; U6 Vocabulary (page 112-
114) ex 1; U6 Reading (page 118-119) ex 1, 6; U6
Video (page 120-121) ex 6; U6 Grammar (page 122)
ex 2; U7 To start; U7 Vocabulary (page 130-132) ex 1,
3, 6; U7 Reading (page 136-137) ex 1, 6; U8 To start;
U8 Vocabulary (page 146-148) ex1; U8 Grammar
ex1, 6; U8 Video (page 154-155) ex1, 5, 6; U8
Grammar (page 156) ex2
Thematic development: U4 Writing (page 89) ex 3;
Can tell a story or describe something in a simple
list of points (A2).

Impact Foundation CEF mapping
Framework level: A1+
Unit 0 Welcome!
Unit 0 (page 8–9)
COMPONENT DESCRIPTOR EXERCISE
Phonological control Pronunciation of a very limited repertoire of learnt 1
Unit 0 (page 10–11)

Overall listening Can follow speech that is very slow and carefully 1, 2
comprehension articulated, with long pauses for him/her to
assimilate meaning.
Vocabulary range Has a basic vocabulary repertoire of isolated words 1, 2, 3
situations.
Has a very basic range of simple expressions about
personal details and needs of a concrete type.
Grammatical accuracy Shows only limited control of a few simple 6, 7
learnt repertoire.
Overall written Can copy familiar words and short phrases e.g. 6
production simple signs or instructions, names of everyday
objects, names of shops and set phrases used
regularly.
Overall spoken Can ask and answer questions about themselves 7

interaction and other people, where they live, people they
know, things they have.
Sociolinguistic Can copy familiar words and short phrases e.g. 7

appropriateness simple signs or instructions, names of everyday
objects, names of shops and set phrases used
regularly.
Information exchange Can ask and answer simple questions, initiate and 7
Can ask and answer questions about themselves

and other people, where they live, people they
Notes, messages and Can write numbers and dates, own name, 7
forms nationality, address, age, date of birth or arrival in
form.
Unit 0 Classroom Language (page 12–13)

assimilate meaning.
Listening to Can understand instructions addressed 1
announcements and carefully and slowly to him/her and follow
instructions short, simple directions.
Can manage very short, isolated, mainly pre-
Spoken fluency 4
for expressions, to articulate less familiar words, and
to repair communication.
Overall spoken Can ask and answer questions about themselves 4
interaction and other people, where they live, people they
Unit 0 Months of the Year and Days of the Week (page 14)
assimilate meaning.
Phonological control Pronunciation of a very limited repertoire of learnt 1, 2
Vocabulary range Has a basic vocabulary repertoire of isolated words 3
situations.
Can understand questions and instructions
Can indicate time by such phrases as next week,
last Friday, in November, three o'clock.

Overall spoken Can interact in a simple way but communication is 3
interaction totally dependent on repetition at a slower rate of
familiar topics
Unit 0 Seasons (page 14)

Overall listening Can follow speech that is very slow and carefully 1
assimilate meaning.
situations.
familiar topics
Unit 0 Numbers (page 15)

assimilate meaning.

situations.
Transactions to obtain Can handle numbers, quantities, cost and time. 2
goods and services
familiar topics
Unit 0 Colours (page 16)

assimilate meaning.
Unit 0 Telling the Time (page 17)

assimilate meaning.
Notes, messages and Can write numbers and dates, own name, 2
forms nationality, address, age, date of birth or arrival in
form.
Overall written Can write numbers and dates, own name, 2
production nationality, address, age, date of birth or arrival in
form
Information exchange Can understand questions and instructions 3

familiar topics
Transactions to obtain Can handle numbers, quantities, cost and time. 2
goods and services
Unit 0 (page 18)

assimilate meaning.
learnt repertoire.
Unit 0 (page 19)

assimilate meaning.
learnt repertoire.
Unit 0 (page 20)

assimilate meaning.
Grammatical accuracy Shows only limited control of a few simple 2, 3, 4
learnt repertoire.

Unit 0 Plurals (page 21)
assimilate meaning.
Grammatical accuracy Shows only limited control of a few simple 2
learnt repertoire.
Unit 0 (page 22)

assimilate meaning.
learnt repertoire.
Unit 0 (page 23)

assimilate meaning.
learnt repertoire.
Overall spoken Can produce simple mainly isolated phrases about 3
production people and places.
Unit 0 (page 24)

assimilate meaning.

learnt repertoire.
Overall spoken Can produce simple mainly isolated phrases about 2, 3
Unit 0 (page 25)

assimilate meaning.
learnt repertoire.

Unit 1 Family matters
Unit 1 (page 27)
Overall spoken Can interact in a simple way but communication is To start
familiar topics.
Information exchange Can ask and answer simple questions, initiate and To start
Overall spoken Can produce simple mainly isolated phrases about To start
Spoken fluency Can manage very short, isolated, mainly pre- To start
for expressions, to articulate less familiar words,
and to repair communication.
Unit 1 Vocabulary (page 28–30)

Overall listening Can follow speech that is very slow and carefully 1, 2, 5
assimilate meaning.
Spoken fluency Can manage very short, isolated, mainly pre- 1, 6
Overall reading Can understand very short, simple texts a single 1, 4
comprehension phrase at a time, picking up familiar names, words
Reading for Can get an idea of the content of simpler 1, 4
information and informational material and short simple
argument descriptions, especially if there is visual support.
Overall written Can write simple isolated phrases and sentences. 3
production
Information exchange Can ask and answer questions about themselves 3, 6
4, 5
Vocabulary range Has a basic vocabulary repertoire of isolated words

situations.
Overall spoken Can interact in a simple way but communication is 3, 6
familiar topics.
Unit 1 Speaking (page 31)

assimilate meaning.
Overall written Can write simple isolated phrases and sentences. 1, 2
production
Overall reading Can understand very short, simple texts a single 2
Spoken fluency Can manage very short, isolated, mainly pre- 3
Information exchange Can ask and answer questions about themselves 3
General linguistic Has a very basic range of simple expressions about 2, 3
range personal details and needs of a concrete type.
familiar topics.
Unit 1 Grammar (page 32–33)

assimilate meaning.
learnt repertoire.


General linguistic Has a very basic range of simple expressions about 4
production
familiar topics.
Unit 1 Reading (page 34–35)

Overall reading Can understand very short, simple texts a single 1, 2, 3, 4, 5
Reading for Can recognise familiar names, words and very basic 1, 2, 3, 5
orientation phrases on simple notices in the most common
everyday situations.
Reading for Can get an idea of the content of simpler 1, 2, 3, 4, 5
situations.

Information exchange Can ask and answer simple questions, initiate and 1, 6
familiar topics.
Unit 1 Video (page 36–37)

Overall spoken Can produce simple mainly isolated phrases about 1, 2, 4, 5, 7
Spoken fluency Can manage very short, isolated, mainly pre- 1, 2, 4, 5, 7
Information exchange Can ask and answer simple questions, initiate and 1, 2, 4, 5, 7
Watching TV and film Can follow changes of topic of factual TV news 3
(A2) items, and form an idea of the main content.
production
Creative writing Can write very short, basic descriptions of events, 7
past activities and personal experiences. (A1+/A2)
7
Addressing audiences Can give a short, rehearsed, basic presentation on
a familiar subject. (A2)
Overall spoken Can interact in a simple way but communication is 1, 2, 4, 5, 7
familiar topics.
Unit 1 Grammar (page 38)

assimilate meaning.
learnt repertoire.

familiar topics.
Unit 1 Writing (page 39)

learnt repertoire.
production
Coherence Can link words or groups of words with very basic 3
Unit 1 Mission (page 40–41)

Overall spoken Can produce simple mainly isolated phrases about page 40, page 41
Information exchange Can ask and answer simple questions, initiate and page 40, page 41
Overall written Can write simple isolated phrases and sentences. page 41
production
Watching TV and film Can follow changes of topic of factual TV news page 40
items, and form an idea of the main content. (A2)
Overall spoken Can interact in a simple way but communication is page 40, page 41
familiar topics.

Unit 2 A Different Education
Unit 2 (page 42)
familiar topics.

assimilate meaning.
Overall spoken Can produce simple mainly isolated phrases about 1, 3, 6
Spoken fluency Can manage very short, isolated, mainly pre- 1, 3, 6
production
4, 5

situations.
familiar topics.

assimilate meaning.
production

familiar topics.

assimilate meaning.
learnt repertoire.


Sustained monologue Can describe him/herself, what he/she does and 4, 5
where he/she lives.
familiar topics.

situations.

familiar topics.

Overall spoken Can produce simple mainly isolated phrases about 1, 5, 6, 7
Spoken fluency Can manage very short, isolated, mainly pre- 1, 5, 6, 7

Information exchange Can ask and answer questions about themselves 1, 5, 6, 7
production
Creative writing Can write very short, basic descriptions of events, 7 (A2
7
Overall spoken Can interact in a simple way but communication is 1, 5, 6, 7
familiar topics.


learnt repertoire.
Sustained monologue Can describe him/herself, what he/she does and 2, 3
where he/she lives.
familiar topics.

learnt repertoire.
production
Coherence Can use the most frequently occurring connectors 3
describe something as a simple list of points. (A2)
Creative writing Can write about everyday aspects of his 3
experience in linked sentences. (A2)
past activities and personal experiences


production
items, and form an idea of the main content.
page 57
familiar topics.

Unit 3 Robots and Us
Unit 3 (page 61)
familiar topics.

assimilate meaning.
Reading for Can get an idea of the content of simpler 1
production

2, 4, 5
situations.
familiar topics.

assimilate meaning.
Conversation Can ask how people are and react to news. 3

assimilate meaning.
learnt repertoire.
General linguistic Has a very basic range of simple expressions about 2, 4, 5
Vocabulary range Has a basic vocabulary repertoire of isolated words 3, 4
situations.

production
familiar topics.

Reading for Can get an idea of the content of simpler 3, 4, 5
situations.
familiar topics.


production
7
familiar topics.

learnt repertoire.
familiar topics.

Overall reading Can ask and answer simple questions, initiate and 1, 2
comprehension respond to simple statements in areas of
production
experience in linked sentences. (A2)

production
Overall written Can ask for or pass on personal details in written page 75
interaction form.
page 75
familiar topics.

Unit 4 Part of Nature
Unit 4 (page 77)
familiar topics.
Overall spoken Can ask and answer simple questions, initiate and To start
production respond to simple statements in areas of

assimilate meaning.
2, 4, 5

situations.
6
familiar topics.

assimilate meaning.
Information exchange Can understand questions and instructions 3

Conversation Can ask how people are and react to news. 3
familiar topics.

1
Overall reading Can understand very short, simple texts a single
learnt repertoire.

assimilate meaning.
Information exchange Can understand questions and instructions 4, 5

situations.
production
familiar topics.

Overall reading Can understand very short, simple texts a single 1, 3, 4, 5
Reading for Can recognise familiar names, words and very basic 3, 4, 5
situations.

familiar topics.


Conversation Can participate in short conversations in routine 7
contexts on topics of interest. (A2)
past activities and personal experiences. (A2)
7
familiar topics.

learnt repertoire.
Vocabulary range Has a basic vocabulary repertoire of isolated words 1, 2, 3
situations.

Overall reading Can ask and answer simple questions, initiate and 1
production
Thematic Can tell a story or describe something in a simple 3
development list of points. (A2)

Information exchange Can ask and answer simple questions, initiate and page 90
production
Overall written Can ask for or pass on personal details in written page 91
interaction form.
Coherence Can use the most frequently occurring connectors page 91
Creative writing Can write very short, basic descriptions of events, page 91
past activities and personal experiences. (A2)

page 91
Overall spoken Can interact in a simple way but communication is Page 90
familiar topics.

Unit 5 Water
Unit 5 (page 95)
interaction people and places.
Overall spoken Can ask and answer simple questions, initiate and To start
production respond to simple statements in areas of

assimilate meaning.
Information exchange Can ask and answer simple questions, initiate and 1, 3, 6
2, 4, 5
situations.
6

Overall spoken Can interact in a simple way but communication is 1, 3, 6
familiar topics.

assimilate meaning.
Information exchange Can understand questions and instructions

addressed carefully and slowly to him/her and 3
Conversation Can discuss everyday practical issues in a simple 3
(A2)
familiar topics.

learnt repertoire.

assimilate meaning.

situations.
production

Overall reading Can understand very short, simple texts a single 1, 3, 4, 5
Reading for Can recognise familiar names, words and very basic 3, 5
situations.
familiar topics.


Overall written Can write simple isolated phrases and sentences.
production
familiar topics.

learnt repertoire.

interaction people and places.
Overall written Can write a series of simple phrases and sentences 3
production linked with simple connectors like “and", “but” and
“because” (A2)


production
page 109
familiar topics.

Unit 6 The City
Unit 6 (page 110)
familiar topics.

assimilate meaning.


2, 4, 5
situations.

assimilate meaning.
Information exchange Can ask and answer simple questions, initiate and
respond to simple statements in areas of 3
(A2)
familiar topics.

learnt repertoire.
Overall listening Can follow speech that is very slow and carefully 1, 3, 4
assimilate meaning.

situations.
production
5
Overall written Can write simple isolated phrases and sentences
production
5
Correspondence Can write a short simple postcard.

Reading for Can recognise familiar names, words and very basic 2
situations.
familiar topics.

6
familiar topics.

learnt repertoire.
familiar topics.


argument descriptions, especially if there is visual support
“because”. (A2)

production
Page 125
familiar topics.

Unit 7 Amazing Space
Unit 7 (page 129)
familiar topics.

assimilate meaning.


2, 4, 5
situations.
familiar topics.

assimilate meaning.

(A2)
Goal-oriented co- Can discuss what to do next, making and 3
operation responding to suggestions, asking for and giving
directions. (A2)

learnt repertoire.
assimilate meaning.

situations.

Overall reading Can understand very short, simple texts a single 3, 4, 5

situations.
familiar topics.

Overall spoken Has a basic vocabulary repertoire of isolated words 1, 7, 8
production and phrases related to particular concrete
situations. Can ask and answer simple questions,
initiate and respond to simple statements in areas

of immediate need or on very familiar topics.
Spoken fluency Can produce simple mainly isolated phrases about 1, 7, 8

people and places.
production
Reports and essays Can write very brief reports to a standard 8
conventionalised format, which pass on routine
factual information and state reasons for actions.
(B1)
Overall written Can write personal letters and notes asking for or 8
interaction conveying simple information of immediate
be important. (B1)
familiar topics.

learnt repertoire.

Reading for Can recognise familiar names, words and very basic 1, 2

“because”. (A2)

production
page 143
page 143
Interviewing and Can reply in an interview to simple direct questions
being interviewed spoken very slowly and clearly in direct non-
idiomatic speech about personal details
familiar topics.

Unit 8 See the World
Unit 8 (page 145)
familiar topics.

assimilate meaning.


2, 4, 5
situations.
familiar topics.

assimilate meaning.

familiar topics.
Goal-oriented co- Can understand questions and instructions 3
operation addressed carefully and slowly to him/her and
Information exchange Can give and follow simple directions and 3
instructions e.g. explain how to get somewhere.

learnt repertoire.
assimilate meaning.

familiar topics.

Overall reading Can understand very short, simple texts a single 1, 3, 4
situations.

familiar topics.

Correspondence Can write a short simple postcard. 7
“because”
Addressing audiences Can give a short, rehearsed, basic presentation on 7
familiar topics.

learnt repertoire.

familiar topics.

“because”. (A2)

page 159
Overall written Can write a series of simple phrases and sentences page 159
“because”. (A2)

familiar topics.

Introduction
way.
different speeds.
need to learn.
aims.

competence.
ways.
conversations.
1 Impact 1 © National Geographic Learning

A2+, B2+, etc.
Impact 1 covers the majority of competences for A2. In this booklet, each exercise of
the Impact series is mapped against core descriptors at the relevant global level. So,
Impact 1 is mapped against descriptors at the A2 threshold.
in the CEFR.

Framework level: A2
Reception (spoken)
Overall listening comprehension: U1 Vocabulary (page 10-12) ex1; U1 Speaking (page
13) ex1, 3, 4; U1 Grammar (page 14) ex1; U1
Can understand enough to be able to meet needs
Grammar (page 20) ex2; U2 Vocabulary (page 26-28)
of a concrete type provided speech is clearly and
ex1; U2 Listening (page 29) ex1; U2 Grammar (page
slowly articulated.
30) ex1, 3, 4; U3 Vocabulary (page 44-46) ex1; U3
Can understand phrases and expressions related Speaking (page 47) ex1; U3 Grammar (page 48) ex1,
to areas of most immediate priority (e.g. very basic 4; U4 Vocabulary (page 60-62) ex1; U4 Speaking (page
personal and family information, shopping, local 63) ex1; U4 Grammar (page 64-65) ex1, 4; U5
geography, employment) provided speech is Vocabulary (page 78-80) ex1; U5 Speaking (page 81)
clearly and slowly articulated. ex1; U5 Grammar (page 82) ex3, 4; U6 Vocabulary
(page 94-96) ex1; U6 Speaking (page 97) ex1; U6
Grammar (page 98) ex1, 4; U7 Vocabulary (page 112-
114) ex1; U7 Speaking (page 115) ex1; U7 Grammar
(page 116-117) ex1, 4; U8 Vocabulary (page 128-129)
ex1; U8 Speaking (page 131) ex1; U8 Grammar (page
132-133) ex1, 4
Watching TV and film: U1 Video (page 18-19) ex3; U1 Mission, page 22; U2
Video (page 34-35) ex3; U2 Mission, page 38; U3
Can follow changes of topic of factual TV news
Video (page 52-53) ex3; U3 Video, page 56; U4 Video
(page 68-69) ex3; U4 Mission, page 72; U5 Video
(page 136-137) ex3; U8 Mission, page 140
Reception (written)
Overall reading comprehension: U1 Vocabulary (page 10-12) ex1, 4; U1 Speaking
(page 13) ex2; U1 Grammar (page 14) ex4; U1
Can understand short, simple texts on familiar
Reading (page 16-17) ex1, 3, 4; U1 Writing (page 21)
matters of a concrete type which consist of high
ex1; U2 Vocabulary (page 26-28) ex1, 4; U2 Listening
frequency everyday or job-related language.
(page 29) ex2; U2 Grammar (page 30) ex2, 3; U2
Can understand short, simple texts containing the Reading (page 32-33) ex1, 3, 4; U2 Grammar (page
highest frequency vocabulary, including a 36) ex1; U2 Writing (page 37) ex1; U3 Vocabulary
proportion of shared international vocabulary (page 44-46) ex1, 4; U3 Speaking (page 47) ex2; U3
items. Grammar (page 50-51) ex2, 4; U3 Grammar (page 54)
ex1; U3 Writing (page 55) ex1; U4 Vocabulary (page
60-62) ex1, 4; U4 Speaking (page 63) ex2; U4 Reading
(page 66-67) ex1, 3; U4 Grammar (page 70) ex1; U4
Writing (page 71) ex1; U5 Vocabulary (page 78-80)
ex1, 4; U5 Speaking (page 81) ex2; U5 Reading (page
84-85) ex1, 3, 4; U5 Grammar (page 88) ex1; U5

Writing (page 89) ex1; U6 Vocabulary (page 94-96)
ex1; U6 Speaking (page 97) ex2; U6 Reading (page
100-101) ex3; U6 Writing (page 105) ex1; U7
Vocabulary (page 112-114) ex1, 4; U7 Speaking (page
115) ex2; U7 Grammar (page 116-117) ex2; U7
Reading (page 118-119) ex2, 3, 5; U7 Writing (page
123) ex1; U8 Vocabulary (page 128-129) ex1, 4; U8
Speaking (page 131) ex2; U8 Reading (page 134-135)
ex2, 3, 5; U8 Grammar (page 138) ex1; U8 Writing
(page 139) ex1, 2
Reading for information and argument U1 Vocabulary (page 10-12) ex1; U1 Grammar (page
14) ex5; U1 Reading (page 16-17) ex3; U2 Vocabulary
Can identify specific information in simpler
(page 26-28) ex1; U2 Reading (page 32-33) ex3; U3
written material he/she encounters such as
Vocabulary (page 44-46) ex1; U3 Reading (page 50-
letters, brochures and short newspaper articles
51) ex2, 4; U4 Vocabulary (page 60-62) ex1; U4
describing events.
Reading (page 66-67) ex3, 5; U5 Vocabulary (page 78-
Vocabulary (page 112-114) ex1; U7 Reading (page
118-119) ex2, 3, 5; U8 Vocabulary (page 128-129) ex1;
U8 Reading (page 134-135) ex3, 5
Overall spoken interaction: U1 (page 9) To start; U1 Vocabulary (page 10-12) ex3,
6; U1 Speaking (page 13) ex3, 4; U1 Grammar (page
Can interact with reasonable ease in structured
14) ex6; U1 Reading (page 16-17) ex6; U1 Video (page
situations and short conversations, provided the
18-19) ex6, 7; U1 Mission, page 22, page 23; U2
other person helps if necessary. Can manage
Vocabulary (page 26-28) ex3, 6; U2 (page 25) To start;
simple, routine exchanges without undue effort;
U2 Listening (page 29) ex3, 4; U2 Grammar (page 30)
can ask and answer questions and exchange ideas
ex5; U2 Reading (page 32-33) ex6; U2 Video (page 34-
and information on familiar topics in predictable
35) ex1, 2, 6, 7; U2 Writing (page 37) ex2; U2 Mission,
page 38, page 39; U3 (page 42) To start; U3
Vocabulary (page 44-46) ex6; U3 Speaking (page 47)
(page 52-53) ex1, 5, 6; U3 Grammar (page 54) ex2, 3;
U3 Video, page 56, page 57; U4 (page 59) To start; U4
ex3, 4; U4 Grammar (page 64-65) ex3, 6; U4 Reading
(page 66-67) ex1, 6; U4 Video (page 68-69) ex1, 6, 7;
U4 Grammar (page 70) ex2; U4 Mission page 72, page
73; U5 (page 76) To start; U5 Vocabulary (page 78-80)
ex3; U5 Speaking (page 81) ex3; U5 Grammar (page
86-87) ex1, 5, 6, 7; U5 Mission, page 90, page 91; U6
(page 93) To start; U6 Vocabulary (page 94-96) ex3, 6;
U6 Speaking (page 97) ex3, 4; U6 Grammar (page 98)
(page 102-103) ex1, 5, 6; U6 Writing (page 105) ex2;
U6 Mission, page 106, page 107; U7 (page 110) To
Speaking (page 115) ex3, 4; U7 Grammar (page 116-
117) ex3, 5, 6; U7 Reading (page 118-119) ex1, 6; U7

Video (page 120-121) ex1, 5, 6, 7; U7 Grammar (page
122) ex2; U7 Mission, page 124, page 125; U8 (page
127) To start; U8 Speaking (page 131) ex3, 4; U8
Grammar (page 132-133) ex3, 6; U8 Reading (page
134-135) ex1, 6; U8 Video (page 136-137) ex1, 5, 6;
U8 Mission, page 140, page 141
Conversation: U1 Vocabulary (page 10-12) ex3; U1 Speaking (page
13) ex3, 4; U2 Vocabulary (page 26-28) ex3, 6; U2
Can say what he/she likes and dislikes.
Listening (page 29) ex3, 4; U3 Vocabulary (page 44-
46) ex3; U5 Speaking (page 81) ex3; U6 Vocabulary
(page 94-96) ex6; U6 Speaking (page 97) ex3, 4; U7
Grammar (page 116-117) ex3; U8 Speaking (page 131)
ex3, 4
Goal-oriented co-operation: U3 Speaking (page 47) ex3

Can understand enough to manage simple, routine
tasks without undue effort, asking very simply for
repetition when he/she does not understand.
Information exchange: U1 (page 9) To start; U1 Grammar (page 14) ex6; U1

Reading (page 16-17) ex6; U1 Video (page 18-19) ex6,
Can understand enough to manage simple, routine
7; U1 Mission, page 22, page 23; U2 Vocabulary (page
exchanges without undue effort.
26-28) ex3, 6; U2 (page 25) To start; U2 Grammar
Can deal with practical everyday demands: finding (page 30) ex5; U2 Reading (page 32-33) ex6; U2 Video
out and passing on straightforward factual (page 34-35) ex1, 2, 6, 7; U2 Writing (page 37) ex2; U2
information. Mission, page 38, page 39; U3 (page 42) To start; U3
Can communicate in simple and routine tasks Grammar (page 48) ex3, 6; U3 Reading (page 50-51)
requiring a simple and direct exchange of ex1, 7; U3 Video, page 56, page 57; U4 (page 59) To
information. start; U4 Vocabulary (page 60-62) ex3, 6; U4 Speaking
(page 63) ex3, 4; U4 Grammar (page 64-65) ex3, 6; U4
Can exchange limited information on familiar and Reading (page 66-67) ex1, 6; U4 Video (page 68-69)
routine operational matters. ex1, 6, 7; U4 Mission page 72, page 73; U4 Mission
Vocabulary (page 78-80) ex3, 6; U5 Grammar (page
86-87) ex1, 5, 6, 7; U6 (page 93) To start; U6
98) ex3, 6; U6 Reading (page 100-101) ex1, 6; U6
Video (page 102-103) ex1, 5, 6; U6 Grammar (page
104) ex2; U6 Writing (page 105) ex2; U6 Mission,
Vocabulary (page 112-114) ex1, 3, 6; U7 Grammar
(page 116-117) ex3, 5, 6; U7 Reading (page 118-119)
ex1, 6; U7 Video (page 120-121) ex1, 5, 6, 7; U7
Grammar (page 122) ex2; U7 Mission, page 124, page
125; U8 (page 127) To start; U8 Vocabulary (page 128-
129) ex6; U8 Grammar (page 132-133) ex3, 6; U8
137) ex1, 5, 6; U8 Mission, page 140, page 141

Correspondence (B1): U3 Video (page 52-53) ex6; U4 Video (page 68-69)
ex7
Can write personal letters describing experiences,
feelings and events in some detail.
Production (spoken)
Overall spoken production: U1 (page 9) To start; U1 Vocabulary (page 10-12) ex3,
Can give a simple description or presentation of
people, living or working conditions, daily routines.
18-19) ex6, 7; U1 Grammar (page 20) ex3; U1 Mission,
likes/dislikes etc. as a short series of simple
phrases and sentences linked into a list.
Vocabulary (page 26-28) ex3, 6; U2 Listening (page
29) ex3, 4; U2 Grammar (page 30) ex5; U2 Reading
(page 32-33) ex6; U2 Video (page 34-35) ex1, 2, 6, 7;
U2 Mission, page 38, page 39; U3 (page 42) To start;
U3 Speaking (page 47) ex3, 4; U3 Grammar (page 48)
(page 52-53) ex1, 5, 6; U3 Video, page 56, page 57; U4
(page 59) To start; U4 Vocabulary (page 60-62) ex3, 6;
U4 Speaking (page 63) ex3, 4; U4 Grammar (page 64-
65) ex3, 6; U4 Reading (page 66-67) ex6; U4 Video
(page 68-69) ex1, 6, 7; U4 Grammar (page 70) ex2; U4
Mission page 72, page 73; U5 (page 76) To start; U5
ex3; U5 Grammar (page 82) ex5; U5 Reading (page
84-85) ex6; U5 Video (page 86-87) ex1, 5, 6, 7; U5
Grammar (page 88) ex2; U5 Mission, page 90, page
ex3, 6; U6 Speaking (page 97) ex3, 4; U6 Grammar
(page 98) ex3, 6; U6 Reading (page 100-101) ex1, 6;
U6 Video (page 102-103) ex1, 5, 6; U6 Grammar (page
104) ex2; U6 Writing (page 105) ex2; U6 Mission,
page 106, 107; U7 (page 110) To start; U7 Vocabulary
(page 112-114) ex1, 3, 6; U7 Speaking (page 115) ex3,
4; U7 Grammar (page 116-117) ex3, 5, 6; U7 Reading
(page 118-119) ex1, 6; U7 Video (page 120-121) ex1,
5, 6, 7; U7 Grammar (page 122) ex3; U7 Mission, page
124, page 125; U8 (page 127) To start; U8 Speaking
(page 131) ex3, 4; U8 Grammar (page 132-133) ex3, 6;
U8 Reading (page 134-135) ex1, 6; U8 Video (page
136-137) ex1, 5, 6; U8 Mission, page 140, page 141
Addressing audiences: U1 Vocabulary (page 10-12) ex6; U1 Video (page 18-
19) ex7; U1 Mission, page 23; U2 Video (page 34-35)
Can give a short, rehearsed, basic presentation on
ex7; U2 Mission, page 39; U3 Vocabulary (page 44-46)
a familiar subject.
ex6; U3 Video (page 52-53) ex6; U3 Video, page 57;
U4 Video (page 68-69) ex7; U4 Mission, page 73; U5
Vocabulary (page 94-95) ex6; U6 Video (page 102-
103) ex7; U6 Mission, page 107; U7 Vocabulary (page
112-114) ex6; U7 Video (page 120-121) ex7; U7
Mission, page 125; U8 Vocabulary (page 128-129)

ex6; U8 Video (page 136-137) ex6; U8 Mission, page
141
Interviewing and being interviewed: U1 Mission, page 23; U2 Grammar (page 30) ex5; U2
Grammar (page 36) ex2; U2 Mission, page 39; U3
Can answer simple questions and respond to
Video (page 52-53) ex6; U4 Mission page 73; U6
simple statements in an interview.
Vocabulary (page 94-95) ex6
Overall written production: U1 Video (page 18-19) ex7; U1 Writing (page 21) ex3;
U1 Mission, page 23; U2 Video (page 34-35) ex5, 7;
U2 Writing (page 37) ex3; U2 Mission, page 39; U3
linked with simple connectors like “and”, “but”
Grammar (page 48) ex5; U3 Video (page 52-53) ex6;
and “because”.
U3 Writing (page 55) ex3; U3 Video, page 57; U4
Grammar (page 64-65) ex2, 5; U4 Video (page 68-69)
ex7; U4 Writing (page 71) ex2; U5 Vocabulary (page
78-80) ex6; U5 Writing (page 89) ex3; U6 Video (page
102-103) ex1, 7; U6 Writing (page 105) ex3; U6
ex6; U7 Writing (page 123) ex3; U7 Mission, page 125;
U8 Vocabulary (page 128-129) ex6; U8 Writing (page
139) ex3; U8 Mission, page 141
Creative writing: U1 Video (page 18-19) ex7; U1 Writing (page 21) ex3;
U1 Mission, page 23; U2 Writing (page 37) ex3; U2
Can write about everyday aspects of his
Mission, page 39; U3 Video (page 52-53) ex6; U3
Writing (page 55) ex3; U3 Video, page 57; U4 Video
(page 68-69) ex7; U4 Writing (page 71) ex2; U5
Can write very short, basic descriptions of events, Vocabulary (page 78-80) ex6; U5 Writing (page 89)
past activities and personal experiences. ex3; U6 Video (page 102-103) ex7; U6 Writing (page
105) ex3; U6 Mission, page 107; U7 Writing (page
123) ex3; U7 Mission, page 125; U8 Vocabulary (page
128-129) ex6; U8 Writing (page 139) ex3; U8 Mission,
page 141
Working with text
Processing text: U1 Speaking (page 13) ex1, 2; U1 Grammar (page 20)

ex1, 2; U2 Listening (page 29) ex1, 2; U2 Grammar
Can pick out and reproduce key words and phrases
(page 36) ex1; U3 Speaking (page 47) ex1, 2; U3
or short sentences from a short text within the
Grammar (page 54) ex1, 2; U4 Speaking (page 63) ex1,
learner’s limited competence and experience.
2; U4 Grammar (page 70) ex1; U5 Speaking (page 81)
ex1, 2; U6 Speaking (page 97) ex1, 2; U7 Speaking
(page 115) ex1, 2; U7 Grammar (page 122) ex1; U8
Speaking (page 131) ex1, 2

Vocabulary range: U1 Vocabulary (page 10-12) ex2, 4, 5; U1 Reading
(page 16-17) ex2; U2 Vocabulary (page 26-28) ex2, 4,

5; U2 Reading (page 32-33) ex2; U3 Vocabulary (page
Has sufficient vocabulary to conduct routine,
44-46) ex2, 4, 5; U3 Reading (page 50-51) ex3; U4
everyday transactions involving familiar situations
Vocabulary (page 60-62) ex2, 4, 5; U4 Grammar (page
and topics.
64-65) ex4; U4 Reading (page 66-67) ex2; U5
Has a sufficient vocabulary for the expression of Vocabulary (page 78-80) ex2, 5; U5 Reading (page 84-
basic communicative needs. 85) ex2; U6 Vocabulary (page 94-95) ex2, 4, 5; U6
Has a sufficient vocabulary for coping with simple Grammar (page 98) ex4, 5; U6 Reading (page 100-
survival needs. 101) ex2; U7 Vocabulary (page 112-114) ex2, 5; U7
Reading (page 118-119) ex2; U8 Vocabulary (page
128-129) ex2, 4, 5; U8 Reading (page 134-135) ex2
General linguistic range: U1 Speaking (page 13) ex3, 4; U2 Listening (page 29)
ex3, 4; U3 Speaking (page 47) ex3; U5 Speaking (page
Has a limited repertoire of short memorised
81) ex3; U6 Speaking (page 97) ex3, 4; U7 Speaking
phrases covering predictable survival situations;
(page 115) ex3, 4; U8 Speaking (page 131) ex3, 4
frequent breakdowns and misunderstandings
occur in non-routine situations.
Control
Grammatical accuracy: U1 Grammar (page 14) ex1, 2, 3, 6; U1 Grammar
(page 20) ex1, 2, 3; U2 Grammar (page 30) ex1, 2, 4,
Uses some simple structures correctly, but still
5; U2 Grammar (page 36) ex1, 2; U3 Grammar (page
systematically makes basic mistakes - for example
48) ex1, 2, 5, 6; U3 Grammar (page 54) ex1, 2, 3; U4
tends to mix up tenses and forget to mark
Grammar (page 64-65) ex1, 2, 3, 5, 6; U4 Grammar
agreement; nevertheless, it is usually clear what
(page 70) ex1, 2; U5 Grammar (page 82) ex1, 2, 5; U5
he/she is trying to say.
Grammar (page 88) ex1, 2; U6 Grammar (page 98)
ex1, 2, 5; U6 Grammar (page 104) ex1, 2; U7
Grammar (page 116-117) ex1, 2, 3, 6; U7 Video (page
120-121) ex1, 2, 3; U8 Grammar (page 132-133) ex1,
2, 6; U8 Grammar (page 138) ex1, 2, 3
Phonological control: U1 Vocabulary (page 10-12) ex2, 5; U1 Grammar

(page 14) ex4; U1 Reading (page 16-17) ex2; U2
Pronunciation is generally clear enough to be
understood despite a noticeable foreign accent,
but conversational partners will need to ask for
repetition from time to time.
Reading (page 50-51) ex3; U4 Vocabulary (page 60-
62) ex2, 5; U4 Reading (page 66-67) ex2; U5
112-114) ex2, 5; U7 Grammar (page 116-117) ex4; U7
128-129) ex2, 5; U8 Grammar (page 132-133) ex4; U8
Reading (page 134-135) ex2
Sociolinguistic

Sociolinguistic awareness: U7 Speaking (page 115) ex3, 4
Can perform and respond to basic language
functions, such as information exchange and
requests and express opinions and attitudes in a
simple way.
Pragmatic
Coherence: U6 Writing (page 105) ex1, 3
Can use the most frequently occurring connectors
describe something as a simple list of points.
Spoken fluency: U1 (page 9) To start; U1 Vocabulary (page 10-12) ex3,
Can make him/herself understood in short
contributions, even though pauses, false starts and
18-19) ex6, 7; U1 Mission, page 22, page 23; U2 (page
reformulation are very evident.
25) To start; U2 Vocabulary (page 26-28) ex3, 6; U2
Can construct phrases on familiar topics with Listening (page 29) ex3, 4; U2 Grammar (page 30) ex5;
sufficient ease to handle short exchanges, despite U2 Reading (page 32-33) ex6; U2 Video (page 34-35)
very noticeable hesitation and false starts. ex1, 2, 6, 7; U3 (page 42) To start; U3 Vocabulary
(page 44-46) ex6; U3 Speaking (page 47) ex3, 4; U3
Grammar (page 48) ex3, 6; U3 Reading (page 50-51)
ex1, 7; U3 Video (page 52-53) ex1, 5, 6; U3 Video,
Vocabulary (page 60-62) ex3, 6; U4 Reading (page 66-
67) ex6; U4 Video (page 68-69) ex1, 6, 7; U4 Mission
ex3; U5 Grammar (page 82) ex5; U5 Reading (page
Mission, page 90, page 91; U6 (page 93) To start; U6
97) ex3, 4; U6 Grammar (page 98) ex3, 6; U6 Reading
(page 100-101) ex1, 6; U6 Video (page 102-103) ex1,
5, 6; U6 Mission, page 106, page 107; U7 (page 110)
To start; U7 Vocabulary (page 112-114) ex3, 6; U7
117) ex3, 5, 6; U7 Reading (page 118-119) ex1, 6; U7
Video (page 120-121) ex1, 5, 6, 7; U7 Mission, page
124, page 125; U8 (page 127) To start; U8 Grammar
ex1, 6; U8 Video (page 136-137) ex1, 5, 6; U8 Mission,
page 140, page 141
Propositional precision: U6 Speaking (page 97) ex3, 4
Can communicate what he/she wants to say in a
simple and direct exchange of limited information
on familiar and routine matters, but in other
situations he/she generally has to compromise the
message.

Impact 1 CEF mapping
Framework level: A2
Unit 1 Life in the City
Unit 1 To Start (page 9)
Overall spoken Can interact with reasonable ease in structured To start
interaction situations and short conversations, provided the
Information exchange Can understand enough to manage simple, routine To start
Can deal with practical everyday demands: finding
out and passing on straightforward factual
information.
Can communicate in simple and routine tasks
requiring a simple and direct exchange of
information.
Can exchange limited information on familiar and
routine operational matters.
Overall spoken Can give a simple description or presentation of To start

production people, living or working conditions, daily routines.
Spoken fluency Can make him/herself understood in short To start
Can construct phrases on familiar topics with
sufficient ease to handle short exchanges, despite
very noticeable hesitation and false starts.

Overall listening Can understand enough to be able to meet needs 1
comprehension of a concrete type provided speech is clearly and
slowly articulated.
Can understand phrases and expressions related to
areas of most immediate priority (e.g. very basic
personal and family information, shopping, local
geography, employment) provided speech is
clearly and slowly articulated.
Overall reading Can understand short, simple texts on familiar 1, 4

comprehension matters of a concrete type which consist of high
Can understand short, simple texts containing the
highest frequency vocabulary, including a
proportion of shared international vocabulary
items.
Reading for Can identify specific information in simpler written 1
information & material he/she encounters such as letters,
argument brochures and short newspaper articles describing
events.
Vocabulary range Has sufficient vocabulary to conduct routine, 2, 4, 5
and topics.
Has a sufficient vocabulary for the expression of
basic communicative needs.
Has a sufficient vocabulary for coping with simple
survival needs.
Phonological control Pronunciation is generally clear enough to be 2, 5

Overall spoken Can interact with reasonable ease in structured 3, 6
Information exchange Can understand enough to manage simple, routine 3, 6
information.
information.
Overall spoken Can give a simple description or presentation of 3, 6
Spoken fluency Can make him/herself understood in short 3, 6
a familiar subject.
Conversation Can say what he/she likes and dislikes. 3

Overall listening Can understand enough to be able to meet needs 1, 3, 4
slowly articulated.
Processing text Can pick out and reproduce key words and phrases 1, 2
Overall reading Can understand short, simple texts on familiar 2

items.
Conversation Can participate in short conversations in routine 3, 4
General linguistic Has a limited repertoire of short memorised 3, 4

range phrases covering predictable survival situations;

slowly articulated.
Grammatical accuracy Uses some simple structures correctly, but still 1, 2, 3, 6

items.
Phonological control Pronunciation is generally clear enough to be 4
events.
Overall spoken Can interact with reasonable ease in structured 6
Information exchange Can understand enough to manage simple, routine 6
information.
information.
Overall spoken Can give a simple description or presentation of 6

Spoken fluency Can make him/herself understood in short 6

Overall reading Can understand short, simple texts on familiar 1, 3, 4

items.
events.
Vocabulary range Has sufficient vocabulary to conduct routine, 2
and topics.
survival needs.
information.
information.

information.
information.
a familiar subject.
production linked with simple connectors like “and”, “but” and
“because”.
past activities and personal experiences.

Grammatical accuracy Uses some simple structures correctly, but still 1, 2, 3
slowly articulated.

items.
“because”.

Overall spoken Can interact with reasonable ease in structured page 22, page 23

Information exchange Can understand enough to manage simple, routine page 22, page 23
information.
information.
Overall spoken Can give a simple description or presentation of page 22, page 23
Spoken fluency Can make him/herself understood in short page 22, page 23
“because”.
Creative writing Can write about everyday aspects of his page 23
Addressing audiences Can give a short, rehearsed, basic presentation on page 23
a familiar subject.
Interviewing and Can answer simple questions and respond to page 23
being interviewed simple statements in an interview.

Unit 2 Amazing Jobs
information.
information.


slowly articulated.

items.
events.
and topics.
survival needs.

information.
information.
Conversation Can say what he/she likes and dislikes. 3, 6

slowly articulated.

items.
Can handle very short social exchanges but is rarely
able to understand enough to keep conversation
going of his/her own accord, though he/she can be
made to understand if the speaker will take the
trouble.

Overall listening Can understand enough to be able to meet needs 1, 3, 4
slowly articulated.

items.
information.
information.

Interviewing and Can answer simple questions and respond to 5


items.
events.
and topics.
survival needs.
information.
information.

Overall spoken Can interact with reasonable ease in structured 1, 2, 6, 7
Information exchange Can understand enough to manage simple, routine 1, 2, 6, 7
information.
information.
Overall spoken Can give a simple description or presentation of 1, 2, 6, 7
Spoken fluency Can make him/herself understood in short 1, 2, 6, 7
a familiar subject.
Overall written Can write a series of simple phrases and sentences 5, 7
“because”.

Grammatical accuracy Uses some simple structures correctly, but still 1, 2
Processing text Can pick out and reproduce key words and phrases 1
items.

items.
“because”.
Information exchange Can deal with practical everyday demands: finding 2
information.

information.
information.
“because”.
a familiar subject.

Unit 3 Secrets of the Dark
information.
information.


slowly articulated.

items.
events.
and topics.
survival needs.

information.
information.
a familiar subject.

slowly articulated.

items.
Goal-oriented co- Can understand enough to manage simple, routine 3
operation tasks without undue effort, asking very simply for
repetition when he/she does not understand.
General linguistic Has a limited repertoire of short memorised 3

Unit 3 Grammar (page 48-49)

Overall listening Can understand enough to be able to meet needs 1, 4
slowly articulated.

information.
information.

“because”

items.
Reading for Can identify specific information in simpler written 2, 4
events.

Vocabulary range Has sufficient vocabulary to conduct routine,
everyday transactions involving familiar situations 3
and topics.
survival needs.
information.
information.


Overall spoken Can interact with reasonable ease in structured 1, 5, 6
Information exchange Can understand enough to manage simple, routine 1, 5, 6
information.
information.
Overall spoken Can give a simple description or presentation of 1, 5, 6
Spoken fluency Can make him/herself understood in short 1, 5, 6
a familiar subject.
“because”.
Correspondence (B1) Can write personal letters describing experiences, 6

items.

items.
“because”.


information.
information.
“because”.
a familiar subject.

Unit 4 Living Together
information.
information.
production people, living or working conditions, daily routines,

slowly articulated.

items.
events.
and topics.
survival needs.

information.
information.

slowly articulated.

items.
information.
information.

slowly articulated.
Grammatical accuracy Uses some simple structures correctly, but still 1, 2, 3, 5, 6
“because”.

information.
information.
Vocabulary range Has a sufficient vocabulary for the expression of 4

items.
events.
and topics.
survival needs.

information.
information.

information.
information.
a familiar subject.
“because”.
Correspondence (B1) Has a sufficient vocabulary for the expression of 7

items.

items.
“because”.

information.
information.
a familiar subject.

Unit 5 What We Wear
information.
information.


slowly articulated.

items.
events.
Vocabulary range Has sufficient vocabulary to conduct routine, 2, 5
and topics.
survival needs.

information.
information.
“because”.

slowly articulated.

items.
Conversation Can participate in short conversations in routine 3
General linguistic Has a limited repertoire of short memorised 3


slowly articulated.

information.
information.


items.
events.

and topics.
survival needs.
information.
information.


information.
information.
a familiar subject.

items.

items.
“because”.


information.
information.
a familiar subject.

Unit 6 Mix and Mash
information.
information.


slowly articulated.

items.
events.
and topics.
survival needs.

information.
information.
a familiar subject.

slowly articulated.

items.

Propositional Can communicate what he/she wants to say in a 3, 4
precision simple and direct exchange of limited information
on familiar and routine matters, but in other
situations he/she generally has to compromise the
message.

slowly articulated.

information.
information.

and topics.
survival needs.


items.
events.
and topics.
survival needs.

information.
information.


information.
information.
a familiar subject.
“because”.

information.
information.

items.
“because”.

information.
information.
Coherence Can use the most frequently occurring connectors 1, 3
describe something as a simple list of points

information.
information.

“because”.
a familiar subject.

Unit 7 Cool Apps and Gadgets
information.
information.


slowly articulated.

items.
events.
and topics.
survival needs.

information.
information.
a familiar subject.
“because”.

slowly articulated.

items.
Sociolinguistic Can perform and respond to basic language 3, 4
appropriateness functions, such as information exchange and
requests and express opinions and attitudes in a
simple way.

slowly articulated.


items.
information.
information.



items.
Reading for Can identify specific information in simpler written 2, 3, 5
events.
and topics.
survival needs.
information.
information.

information.
information.
a familiar subject.

information.
information.

items.
“because”.


information.
information.
“because”.
a familiar subject.

Unit 8 Into the Past
information.
information.


slowly articulated.

items.
events.
and topics.
survival needs.

information.
information.
a familiar subject.
“because”.

slowly articulated.
items.

Conversation Can say what he/she likes and dislikes. 3, 4


slowly articulated.

information.
information.


items.
events.
and topics.
survival needs.

information.
information.


information.
information.
a familiar subject.

items.

items.
“because”.


information.
information.
“because”.
a familiar subject.

Introduction
way.
different speeds.
need to learn.
aims.

competence.
ways.
conversations.

A2+, B2+, etc.
Impact 2 covers the majority of competences for B1. In this booklet, each exercise of
Impact 2 is mapped against descriptors at the B1 threshold.
in the CEFR.

Framework level: B1
Reception (spoken)
Descriptor Student’s Book activities

Overall listening comprehension: U1 Vocabulary (page 10-12) ex1; U1 Speaking
Can understand straightforward factual (page 13) ex1; U1 Grammar (page 20) ex1; U2
information about common everyday or job Vocabulary (page 26-28) ex1; U2 Speaking (page
related topics, identifying both general 29) ex1; U3 Vocabulary (page 44-46) ex1; U3
messages and specific details, provided speech Speaking (page 47) ex1; U4 Vocabulary (page 60-
is clearly articulated in a generally familiar 62) ex1; U4 Speaking (page 63) ex1; U5
accent. Vocabulary (page 78-79) ex1; U5 Speaking (page
81) ex1; U5 Grammar (page 82-83) ex1, 3; U6
Can understand the main points of clear Vocabulary (page 94-96) ex1; U6 Speaking (page
standard speech on familiar matters regularly 97) ex1; U7 Vocabulary (page 112-114) ex1; U7
encountered in work, school, leisure etc., Speaking (page 115) ex1; U8 Vocabulary (page
including short narratives. 128-130) ex 1; U8 Speaking (page 131) ex 1
Descriptor Student’s Book activities
Watching TV and film: U1 Video (page 18-19) ex3; U1 Mission, page 22;
Can understand a large part of many TV U2 Video (page 34-35) ex3; U2 Mission, page 38;
programmes on topics of personal interest U3 Video (page 52-53) ex3; U3 Mission, page 56;
such as interviews, short lectures, and news U4 Video (page 68-69) ex3; U4 Mission, page 72;
reports when the delivery is relatively slow U5 Video (page 86-87) ex3; U5 Mission, page 90;
and clear. U6 Video (page 102-103) ex3; U6 Mission, page
Can follow many films in which visuals and 106; U7 Video (page 120-121) ex3; U7 Mission,
action carry much of the storyline, and which page 124; U8 Video (page 136-137) ex 3; U8
are delivered clearly in straightforward Mission, page 140
language.
Can catch the main points in TV programmes
on familiar topics when the delivery is
relatively slow and clear.
Reception (written)
Can read straightforward factual texts on (page 13) ex2; U1 Grammar (page 14-15) ex1; U1
subjects related to his/her field and interest Reading (page 16-17) ex3, 5; U1 Writing (page
with a satisfactory level of comprehension. 21) ex1; U2 Vocabulary (page 26-28) ex1, 4; U2
Speaking (page 29) ex2; U2 Grammar (page 30-
31) ex1; U2 Reading (page 32-33) ex3, 5; U2
Writing (page 37) ex1, 2; U3 Vocabulary (page 44-
46) ex1, 4; U3 Speaking (page 47) ex2; U3

51) ex3; U3 Writing (page 55) ex1; U4 Vocabulary
(page 60-62) ex1, 4; U4 Speaking (page 63) ex2;
U4 Grammar (page 64-65) ex 1, 5; U4 Reading
(page 66-67) ex3, 5; U4 Writing (page 71) ex1; U5
Vocabulary (page 78-79) ex1, 4; U5 Speaking
(page 81) ex2; U5 Grammar (page 82-83) ex1; U5
Reading (page 84-85) ex3, 5; U5 Reading (page
89) ex1; U6 Vocabulary (page 94-96) ex1, 4; U6
Speaking (page 97) ex2; U6 Reading (page 100-
101) ex3; U6 Writing (page 105) ex1, 2; U7
Vocabulary (page 112-114) ex1, 4; U7 Speaking
(page 115) ex2; U7 Grammar (page 116-117) ex1;
U7 Reading (page 118-119) ex3, 5; U7 Writing
(page 123) ex1, 2; U8 Vocabulary (page 128-130)
ex 1, 4; U8 Speaking (page 131) ex 2; U8
Grammar (page 132-133) ex 1; U8 Reading (page
134-135) ex 3; U8 Writing (page 139) ex 1
Reading for orientation: U1 Reading (page 16-17) ex2, 5; U1 Writing (page

Can scan longer texts in order to locate 21) ex1, 2; U2 Reading (page 32-33) ex2, 5; U2
desired information, and gather information Writing (page 37) ex1; U3 Reading (page 50-51)
from different parts of a text, or from different ex2; U3 Writing (page 55) ex1; U4 Reading (page
texts in order to fulfil a specific task. 66-67) ex2, 5; U4 Writing (page 71) ex1; U5
Reading (page 84-85) ex2, 5; U5 Reading (page
Grammar (page 104) ex1, 2; U7 Reading (page
118-119) ex2, 5; U7 Writing (page 123) ex1; U8
Reading (page 134-135) ex 2
Reading for information and argument: U1 Vocabulary (page 10-12) ex1; U1 Reading
Can recognise significant points in (page 16-17) ex3, 5; U2 Vocabulary (page 26-28)
straightforward newspaper articles on familiar ex1; U2 Reading (page 32-33) ex3, 5; U2 Writing
subjects. (page 37) ex2; U3 Vocabulary (page 44-46) ex1;
U3 Reading (page 50-51) ex3; U3 Writing (page
55) ex1; U4 Vocabulary (page 60-62) ex1; U4
Reading (page 66-67) ex3, 5; U4 Writing (page
Reading (page 100-101) ex3; U6 Writing (page
123) ex2; U8 Vocabulary (page 128-130) ex 1; U8
Reading (page 134-135) ex 3; U8 Writing (page
139) ex 1
Overall spoken interaction: U1 (page 9) To start; U1 Vocabulary (page 10-12)

Can communicate with some confidence on ex3, 6; U1 Grammar (page 14-15) ex5, 6; U1
familiar routine and non-routine matters Reading (page 16-17) ex6; U1 Video (page 18-19)
related to his/her interests and professional ex1, 5; U1 Mission, page 22, page 23; U2 (page
field. Can exchange, check and confirm 25) To start; U2 Vocabulary (page 26-28) ex1, 3,
information, deal with less routine situations 6; U2 Speaking (page 29) ex4; U2 Grammar (page
and explain why something is a problem. Can 30-31) ex2, 4, 5; U2 Reading (page 32-33) ex6; U2
express thoughts on more abstract, cultural Video (page 34-35) ex1, 5; U2 Mission, page 38;
topics such as films, books, music etc. U3 (page 43) To start; U3 Vocabulary (page 44-
Can enter unprepared into conversation of 46) ex1, 3, 6; U3 Speaking (page 47) ex3, 4; U3
familiar topics, express personal opinions and Grammar (page 48-49) ex3, 6; U3 Reading (page
exchange information on topics that are 50-51) ex1, 5, 6; U3 Video (page 52-53) ex1, 5, 6;
familiar, of personal interest or pertinent to U3 Mission, page 56, page 57; U4 (page 59) To
everyday life (e.g. family, hobbies, work, travel start; U4 Vocabulary (page 60-62) ex1, 3, 6; U4
and current events). Speaking (page 63) ex3, 4; U4 Grammar (page 64-
65) ex3, 6; U4 Reading (page 66-67) ex6; U4
Video (page 68-69) ex1, 5, 6; U4 Mission, page
72; U5 (page 76) To start; U5 Vocabulary (page
78-79) ex1, 3, 6; U5 Grammar (page 82-83) ex3,
6; U5 Reading (page 84-85) ex6; U5 Video (page
86-87) ex1, 7; U5 Mission, page 90; U6 (page 93)
To start; U6 Vocabulary (page 94-96) ex3; U6
99) ex2, 3, 5; U6 Reading (page 100-101) ex6; U6
Video (page 102-103) ex 1, 5, 6; U6 Mission, page
112-114) ex1, 3, 6; U7 Speaking (page 115) ex3,
4; U7 Grammar (page 116-117) ex5; U7 Reading
(page 118-119) ex6; U7 Video (page 120-121)
ex1, 5, 6, 7; U7 Mission, page 124; U8 (page 127)
To start; U8 Vocabulary (page 128-130) ex 3; U8
Grammar (page 132-133) ex 3, 6; U8 Reading
(page 134-135) ex 6; U8 Video (page 136-137) ex
1, 5, 6, 7; U8 Grammar (page 138) ex 3; U8
Mission, page 140, 141
Informal discussion (with friends): U1 (page 9) To start; U1 Vocabulary (page 10-12)

Can express his/her thoughts about abstract ex1, 3, 6; U1 Grammar (page 14-15) ex5, 6; U1
or cultural topics such as music, films. Reading (page 16-17) ex6; U1 Video (page 18-19)
Can give or seek personal views and opinions ex1; U1 Grammar (page 20) ex2; U1 Mission,
in discussing topics of interest. page 22, page 23; U2 (page 25) To start; U2
Vocabulary (page 26-28) ex1, 3, 6; U2 Speaking
(page 29) ex4; U2 Grammar (page 30-31) ex2, 4
5; U2 Reading (page 32-33) ex6; U2 Video (page
34-35) ex1, 5; U2 Grammar (page 36) ex3; U2
Mission, page 38; U3 (page 43) To start; U3
(page 47) ex3, 4; U3 Grammar (page 48-49) ex3,
6; U3 Reading (page 50-51) ex1, 5, 6; U3 Video
(page 52-53) ex1, 5, 6; U3 Mission, page 56, page

60-62) ex1, 3, 6; U4 Speaking (page 63) ex3, 4; U4
66-67) ex6; U4 Video (page 68-69) ex1, 5, 6; U4
(page 81) ex4; U5 Grammar (page 82-83) ex3, 6;
U5 Reading (page 84-85) ex6; U5 Video (page 86-
87) ex1, 7; U5 Mission, page 90; U6 (page 93) To
start; U6 Vocabulary (page 94-96) ex 3; U6
Grammar (page 98-99) ex2, 3, 5; U6 Reading
(page 100-101) ex6; U6 Video (page 102-103)
ex1, 5, 6; U6 Mission, page 106; U7 (page 110) To
Grammar (page 116-117) ex5; U7 Reading (page
118-119) ex6; U7 Video (page 120-121) ex1, 5, 6,
7; U7 Grammar (page 122) ex1; U7 Mission, page
128-130) ex3; U8 Reading (page 134-135) ex 6;
U8 Video (page 136-137) ex 1, 5, 6, 7; U8 Writing
(page 139) ex 2; U8 Mission, page 140
Goal-oriented co-operation: U1 Vocabulary (page 10-12) ex6; U2 Vocabulary

Can explain why something is a problem, (26-28) ex6; U3 Vocabulary (44-46) ex6; U3
discuss what to do next, compare and contrast Grammar (page 48-49) ex3, 6; Unit 4 Speaking
alternatives. (page 63) ex3, 4
Information exchange: U1 Reading (page 16-17) ex1; U1 Video (page 18-
Can find out and pass on straightforward 19) ex2, 6; Unit 1 Grammar (page 20) ex2; U2
factual information. Speaking (page 29) ex4; U2 Video (page 34-35)
ex2, 5; U4 Video (page 68-69) ex2; U5 Reading
(page 84-85) ex1; U5 Video (page 86-87) ex1, 5;
U5 Writing (page 89) ex2; U6 Video (page 102-
103) ex1, 7; U7 Speaking (page 115) ex3, 4; U7
Video (page 120-121) ex2, 5; U8 Vocabulary
(page 128-130) ex1, 6; U8 Reading (page 134-
135) ex1; U8 Video (page 136-137) ex1, 2
Correspondence: U6 Vocabulary (page 94-96) ex6
Can write personal letters giving news and
expressing thoughts about abstract or cultural
topics such as music, films.
Production (spoken)
Overall spoken production: U1 (page 9) To start; U1 Vocabulary (page 10-12)
Can reasonably fluently sustain a ex3, 6; U1 Grammar (page 14-15) ex5, 6; U1
straightforward description of one of a variety Reading (page 16-17) ex6; U1 Video (page 18-19)
of subjects within his/her field of interest, ex6; U1 Grammar (page 20) ex3; U1 Mission,

presenting it as a linear sequence of points. page 22, page 23; U2 (page 25) To start; U2
(page 30-31) ex2, 4, 5; U2 Reading (page 32-33)
ex6; U2 Video (page 34-35) ex1, 5; U2 Grammar
(page 36) ex3; U2 Mission, page 38, page 39; U3
(page 43) To start; U3 Vocabulary (page 44-46)
ex1, 3, 6; U3 Grammar (page 48-49) ex3, 6; U3
Reading (page 50-51) ex1, 5, 6; U3 Video (page
52-53) ex1, 5, 6; U3 Mission, page 56, page 57;
U4 (page 59) To start; U4 Vocabulary (page 60-
62) ex1, 3, 6; U4 Grammar (page 64-65) ex3, 6;
U4 Reading (page 66-67) ex6; U4 Video (page 68-
69) ex1, 5, 6; U4 Grammar (page 70) ex2; U4
Mission, page 72, page 73; U5 (page 76) To start;
U5 Vocabulary (page 78-79) ex1, 3, 6; U5
84-85) ex6; U5 Video (page 86-87) ex1, 7; U5
Grammar (page 88) ex3; U5 Mission, page 90,
page 91; U6 (page 93) To start; U6 Vocabulary
(page 94-96) ex3; U6 Grammar (page 98-99) ex2,
3, 5; U6 Reading (page 100-101) ex6; U6 Video
(page 102-103) ex1, 5, 6, 7; U6 Mission, page
112-114) ex1, 3, 6; U7 Grammar (page 116-117)
ex5; U7 Reading (page 118-119) ex6; U7 Video
(page 120-121) ex1, 5, 6, 7; U7 Grammar (page
122) ex1, 3; U7 Mission, page 124, page 125; U8
(page 127) To start; U8 Vocabulary (page 128-
130) ex 3, 6; U8 Speaking (page 131) ex 3, 4; U8
Grammar (page 132-133) ex 3, 6; U8 Reading
(page 134-135) ex 6; U8 Video (page 136-137) ex
1, 5, 6, 7; U8 Mission, page 140, page 141
Sustained monologue (describing experience): U1 Vocabulary (page 10-12) ex6; U4 Grammar

Can narrate a story. (page 70) ex2; U7 Vocabulary (page 112-114)
ex6; U8 Speaking (page 131) ex3, 4; U8 Grammar
(page 132-133) ex6
Addressing audiences: U1 Video (page 18-19) ex6; U1 Mission, page 23;
Can give a prepared straightforward U2 Grammar (page 30-31) ex5; U2 Mission, page
presentation on a familiar topic within his/her 39; U3 Mission, page 57; U4 Video (page 68-69)
field which is clear enough to be followed ex7; U4 Mission, page 73; U5 Mission, page 91;
without difficulty most of the time, and in U6 Grammar (page 98-99) ex6; U6 Video (page
which the main points are explained with 102-103) ex7; U7 Mission, page 125; U8
reasonable precision. Vocabulary (page 128-130) ex 6; U8 Mission,
page 141
Interviewing and being interviewed: U5 Grammar (page 82-83) ex6; U8 Video (page
Can carry out a prepared interview, checking 136-137) ex7
and confirming information, though he/she

may occasionally have to ask for repetition if
the other person's response is rapid or
extended.
Public announcements: U2 Video (page 34–35) ex6
Can deliver short, rehearsed announcements
on a topic pertinent to everyday occurrences
in his/her field which, despite possibly very
foreign stress and intonation, are nevertheless
clearly intelligible
Overall written production: U1 Writing (page 21) ex3; U1 Mission, page 23;
Can write straightforward connected texts on U2 Writing (page 37) ex3; U3 Video (page 52-53)
a range of familiar subjects within his field of ex6; U3 Writing (page 55) ex3; U3 Mission, page
interest, by linking a series of shorter discrete 57; U4 Vocabulary (page 60-62) ex6; U4
elements into a linear sequence. Grammar (page 70) ex3; U4 Writing (page 71)
ex3; U4 Mission, page 73; U5 Vocabulary (page
78-79) ex6; U5 Grammar (page 82-83) ex5; U5
Vocabulary (page 94-96) ex6; U6 Video (page
102-103) ex7; U6 Writing (page 105) ex3; U6
Mission, page 107; U7 Grammar (page 116-117)
ex2, 4; U7 Video (page 120-121) ex7; U7 Mission,
page 125; U8 Video (page 136-137) ex 7; U8
Writing (page 139) ex 3; U8 Mission, page 141
Overall written production (A2): U2 Vocabulary (page 26-28) ex6; U3 Vocabulary

Can write a series of simple phrases and (page 44-46) ex 6; U3 Grammar (page 48-49) ex2,
sentences linked with simple connectors like 5; U6 Vocabulary (page 94-96) ex6
“and", “but” and “because”.
Creative writing: U1 Writing (page 21) ex3; U1 Mission, page 23;

Can write straightforward, detailed U3 Video (page 52-53) ex6; U3 Mission, page 57;
descriptions on a range of familiar subjects U4 Vocabulary (page 60-62) ex6; U4 Video (page
within his field of interest. 68-69) ex7; U4 Writing (page 71) ex3; U5 Video
Can write accounts of experiences, describing (page 86-87) ex7; U5 Mission, page 91; U6
feelings and reactions in simple connected Mission, page 107; U7 Video (page 120-121) ex7;
text. U7 Mission, page 125; U8 Video (page 136-137)
ex 7; Unit 8 Writing (page 139) ex3; Unit 8
Mission, page 141
Reports and essays: U2 Writing (page 37) ex3; U3 Writing (page 55)
Can summarise, report and give his/her ex3; U5 Writing (page 89) ex3
opinion about accumulated factual
information on familiar routine and non-
routine matters within his field with some
confidence.

Communication strategies
Asking for clarification: U3 Speaking (page 47) ex3; U6 Speaking (page

Can ask someone to clarify or elaborate what 97) ex3, 4
he or she has just said.
Processing text: U2 Reading (page 32-33) ex3; U5 Reading (page
Can collate short pieces of information from 84-85)
several sources and summarise them for
somebody else.
Processing text (A2): U1 Speaking (page 13) ex1, 2; U2 Speaking (page
Can pick out and reproduce key words and 29) ex1, 2; U3 Speaking (page 47) ex1, 2; U4
phrases or short sentences from a short text Speaking (page 63) ex1, 2; U5 Speaking (page 81)
within the learner’s limited competence and ex1, 2; U6 Speaking (page 97) ex1, 2; U2 Speaking
experience. (page 29) ex1, 2; U7 Speaking (page 115) ex1, 2;
U8 Speaking (page 131) ex1, 2

Vocabulary range: U1 Vocabulary (page 10-12) ex2, 4, 5; U1
Has a sufficient vocabulary to express Grammar (page 14-15) ex4; U1 Reading (page 16-
him/herself with some circumlocutions on 17) ex2; U2 Vocabulary (page 26-28) ex2, 5; U2
most topics pertinent to his everyday life such Grammar (page 30-31) ex4; U2 Reading (page 32-
as family, hobbies and interests, work, travel, 33) ex2; U3 Vocabulary (page 44-46) ex2, 5; U3
and current events Grammar (page 48-49) ex4, 5; U3 Reading (page
50-51) ex2; U4 Vocabulary (page 60-62) ex2, 5;
U4 Grammar (page 64-65) ex4; U4 Reading (page
100-101) ex2; U7 Vocabulary (page 112-114) ex2,
5; U7 Grammar (page 116-117) ex4; U7 Reading
(page 118-119) ex2; U8 Vocabulary (page 128-
130) ex 2, 5; U8 Grammar (page 132-133) ex 4;
U8 Reading (page 134-135) ex 2
Control
Grammatical accuracy: U1 Grammar (page 14-15) ex1, 2; U1 Grammar
Communicates with reasonable accuracy in (page 20) ex1, 3; U2 Grammar (page 30-31) ex1,
familiar contexts; generally good control 2, 5; U2 Grammar (page 36) ex1, 2, 3; U3
though with noticeable mother tongue Grammar (page 48-49) ex1, 2, 3, 5; U3 Grammar
influence. Errors occur, but it is clear what (page 54) ex1, 2; U4 Grammar (page 64-65) ex1,
he/she is trying to express. 2, 3, 5, 6; U4 Grammar (page 70) ex1, 2; U5
Uses reasonably accurately a repertoire of Grammar (page 82-83) ex1, 2; U5 Grammar (page
frequently used "routines" and patterns 88) ex1, 2; U6 Grammar (page 98-99) ex1, 2, 3;
associated with more predictable situations. U6 Grammar (page 104) ex1, 2, 3; U7 Grammar
(page 116-117) ex1; U7 Grammar (page 122) ex1,

2, 3; U8 Grammar (page 132-133) ex 1, 2, 3, 5; U8
Grammar (page 138) ex 1, 2, 3

Pronunciation is clearly intelligible even if a (page 14-15) ex4; U1 Reading (page 16-17) ex2;
foreign accent is sometimes evident and U2 Vocabulary (page 26-28) ex2, 5; U2 Grammar
occasional mispronunciations occur. (page 30-31) ex4; U2 Reading (page 32-33) ex2;
U3 Vocabulary (page 44-46) ex2, 5; U3 Grammar
(page 48-49) ex4; U3 Reading (page 50-51) ex2;
(page 98-99) ex4; U6 Reading (page 100-101)
ex2; U7 Vocabulary (page 112-114) ex2, 5; U7
Grammar (page 116-117) ex4; U7 Reading (page
118-119) ex2; U8 Vocabulary (page 128-130) ex
2, 5; U8 Grammar (page 132-133) ex 4; U8
Reading (page 134-135) ex 2
Pragmatic
Coherence: U7 Writing (page 123) ex3
Can link a series of shorter, discrete simple
elements into a connected, linear sequence of
points.
Coherence (A2): U6 Writing (page 105) ex3
Can use the most frequently occurring
connectors to link simple sentences in order to
tell a story or describe something as a simple
list of points.
Spoken fluency: U1 (page 9) To start; U1 Vocabulary (page 10-12)
Can express him/herself with relative ease. ex3, 6; U1 Grammar (page 14-15) ex5, 6; U1
Despite some problems with formulation Reading (page 16-17) ex6; U1 Video (page 18-19)
resulting in pauses and "cul-de-sacs", he/she is ex 6; U1 Mission, page 22, page 23; U2 (page 25)
able to keep going effectively without help. To start; U2 Vocabulary (page 26-28) ex1, 3; U2
Can keep going comprehensibly, even though Grammar (page 30-31) ex2, 4, 5; U2 Reading
pausing for grammatical and lexical planning (page 32-33) ex6; U2 Video (page 34-35) ex1, 5;
and repair is very evident, especially in longer U2 Mission, page 38, page 39; U3 (page 43) To
stretches of free production start; U3 Vocabulary (page 44-46) ex1, 3, 6; U3
50-51) ex5, 6; U3 Video (page 52-53) ex1, 5, 6; U3
Mission, page 56, page 57; U4 (page 59) To start;
ex6; U4 Video (page 68-69) ex1, 5, 6; U4 Mission,

ex6; U5 Video (page 86-87) ex1, 7; U5 Mission,
Vocabulary (page 94-96) ex 3; U6 Grammar (page
98-99) ex5, 6; U6 Reading (page 100-101) ex6; U6
Video (page 102-103) ex1, 5, 6, 7; U6 Mission,
(page 112-114) ex1, 3, 6; U7 Grammar (page 116-
117) ex5; U7 Reading (page 118-119) ex6; U7
Video (page 120-121) ex1, 5, 6, 7; U7 Mission,
Vocabulary (page 128-130) ex 3, 6; U8 Speaking
(page 131) ex 3, 4; U8 Grammar (page 132-133)
ex3, 6; U8 Reading (page 134-135) ex 6; U8 Video
(page 136-137) ex 1, 5, 6, 7; U8 Mission, page
140, page 141
Propositional precision: U1 Speaking (page 13) ex3, 4; U3 Speaking (page

Can explain the main points in an idea or 47) ex3;
problem with reasonable precision.

Framework level: B1
Unit 1 Colour Matters
Overall spoken Can communicate with some confidence on To start
interaction familiar routine and non-routine matters related to
his/her interests and professional field. Can
exchange, check and confirm information, deal
with less routine situations and explain why
something is a problem. Can express thoughts on
more abstract, cultural topics such as films, books,
music etc.
Can enter unprepared into conversation of familiar
topics, express personal opinions and exchange
information on topics that are familiar, of personal
interest or pertinent to everyday life (e.g. family,
hobbies, work, travel and current events).
Informal discussion Can express his/her thoughts about abstract or To start
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.
Overall spoken Can reasonably fluently sustain a straightforward To start
production description of one of a variety of subjects within
his/her field of interest, presenting it as a linear
sequence of points.
Spoken fluency Can express him/herself with relative ease. Despite To start
some problems with formulation resulting in
pauses and "cul-de-sacs", he/she is able to keep
going effectively without help.
Can keep going comprehensibly, even though
pausing for grammatical and lexical planning and
repair is very evident, especially in longer stretches
of free production

Overall listening Can understand straightforward factual 1
comprehension information about common everyday or job
related topics, identifying both general messages
and specific details, provided speech is clearly
articulated in a generally familiar accent.
Can understand the main points of clear standard
speech on familiar matters regularly encountered
in work, school, leisure etc., including short
narratives.
Overall reading Can read straightforward factual texts on subjects 1, 4

comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Reading for Can recognise significant points in straightforward 1
information & newspaper articles on familiar subjects.
argument
Vocabulary range Has a sufficient vocabulary to express him/herself 2, 4, 5
with some circumlocutions on most topics
pertinent to his everyday life such as family,
hobbies and interests, work, travel, and current
events.
Phonological control Pronunciation is clearly intelligible even if a foreign 2, 5
accent is sometimes evident and occasional
mispronunciations occur.
Overall spoken Can communicate with some confidence on 3, 6
music etc.
Informal discussion Can express his/her thoughts about abstract or 3, 6
Overall spoken Can reasonably fluently sustain a straightforward 3, 6
sequence of points.

Spoken fluency Can express him/herself with relative ease. Despite 3, 6
of free production
Sustained monologue: Can reasonably fluently relate a straightforward 6
Describing Experience narrative or description as a linear sequence of
points. Can give detailed accounts of experiences,
describing feelings and reactions.
Goal-oriented co- Can make his/her opinions and reactions 6

operation understood as regards possible solutions or the
question of what to do next, giving brief reasons
and explanations.

narratives.
Processing text (A2) Can pick out and reproduce key words and phrases 1, 2
Overall reading Can read straightforward factual texts on subjects 2
Propositional Can explain the main points in an idea or problem 3, 4
precision with reasonable precision.

Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2
contexts; generally good control 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 associated
with more predictable situations.
Phonological control Pronunciation is clearly intelligible even if a foreign 4
Vocabulary range Has a sufficient vocabulary to express him/herself 4
events.
music etc.
sequence of points.
of free production

Reading for Can scan longer texts in order to locate desired 2, 5
orientation information, and gather information from different
parts of a text, or from different texts in order to

fulfil a specific task.

Reading for Can identify the main conclusions in clearly 3, 5
information & signalled argumentative texts.
argument
Can recognise the line of argument in the
treatment of the issue presented, though not
necessarily in detail.
Information exchange Can find out and pass on straightforward factual 1
information.
events.
Overall spoken Can communicate with some confidence on 6
music etc.
Informal discussion Can express his/her thoughts about abstract or 6
Overall spoken Can reasonably fluently sustain a straightforward 6
sequence of points.
Spoken fluency Can express him/herself with relative ease. Despite 6

of free production

Watching TV and film Can understand a large part of many TV 3
programmes on topics of personal interest such as
interviews, short lectures, and news reports when
the delivery is relatively slow and clear.
Can follow many films in which visuals and action
carry much of the storyline, and which are
delivered clearly in straightforward language.
Can catch the main points in TV programmes on
familiar topics when the delivery is relatively slow
and clear.
music etc.
Information exchange Can find out and pass on straightforward factual 2, 6
information.
Addressing audiences Can give a prepared straightforward presentation 6
on a familiar topic within his/her field which is
clear enough to be followed without difficulty most
of the time, and in which the main points are
explained with reasonable precision.

sequence of points.

of free production

information.


Overall written Can write straightforward connected texts on a 3
production range of familiar subjects within his field of
interest, by linking a series of shorter discrete
elements into a linear sequence.
Creative writing Can write straightforward, detailed descriptions on 3
a range of familiar subjects within his field of
interest.
Can write accounts of experiences, describing
feelings and reactions in simple connected text.

Watching TV and film Can understand a large part of many TV page 22

and clear.
Overall spoken Can communicate with some confidence on page 22, page 23
music etc.
Informal discussion Can express his/her thoughts about abstract or page 22, page 23
Overall spoken Can reasonably fluently sustain a straightforward page 22, page 23
sequence of points.
Spoken fluency Can express him/herself with relative ease. Despite page 22, page 23
of free production
Overall written Can write straightforward connected texts on a page 23
Creative writing Can write straightforward, detailed descriptions on page 23
interest.
Addressing audiences Can give a prepared straightforward presentation page 23


Unit 2 Feeling Good?
music etc.
sequence of points.
of free production

narratives.

argument
Vocabulary range Has a sufficient vocabulary to express him/herself 2,5
events.
Overall spoken Can communicate with some confidence on 1, 3, 6
music etc.
Informal discussion Can express his/her thoughts about abstract or 1, 3, 6
Overall spoken Can reasonably fluently sustain a straightforward 1, 3, 6
sequence of points.

of free production
production (A2) linked with simple connectors like “and", “but” and
“because”.
and explanations.

narratives.
music etc.

information.

Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 5
events.
music etc.

sequence of points.
Spoken fluency Can express him/herself with relative ease. Despite 2, 4, 5

of free production

argument
Processing text Can collate short pieces of information from 3
somebody else.
events.
music etc.

sequence of points.
of free production

and clear.
music etc.
information.
sequence of points.
of free production
Public Can deliver short, rehearsed announcements on a 6
announcements topic pertinent to everyday occurrences in his/her
field which, despite possibly very foreign stress and
intonation, are nevertheless clearly intelligible.


Reading for Can identify the main conclusions in clearly 2
argument
Reading for Can scan longer texts in order to locate desired 1
Reports & essays Can write short, simple essays on topics of interest. 3


and clear.
Overall spoken Can communicate with some confidence on page 38
music etc.
Informal discussion Can express his/her thoughts about abstract or page 38
sequence of points.
of free production

Unit 3 Your Virtual Self
music etc.
sequence of points.
of free production

narratives.

argument
Vocabulary range Has a sufficient vocabulary to express him/herself 2, 5
events.
music etc.
sequence of points.

of free production
“because”.
and explanations.

narratives.
music etc.

Propositional Can explain the main points in an idea or problem 3
Asking for clarification Can ask someone to clarify or elaborate what he or 3
she has just said.

Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 3, 5
events.
music etc.

sequence of points.
of free production
“because”.
Goal-oriented Can make his/her opinions and reactions 3, 6
cooperation understood as regards possible solutions or the
and explanations.

argument
events.

music etc.
sequence of points.
of free production

and clear.
music etc.
sequence of points.
of free production

interest.


argument

and clear.

music etc.
Informal discussion Can express his/her thoughts about abstract or page 56, page 57
sequence of points.
of free production

interest.

Unit 4 Underwater Mysteries
music etc.
sequence of points.
of free production

narratives.

argument
events.
music etc.
sequence of points.

of free production
Creative writing Can write accounts of experiences, describing 6

narratives.
music etc.

and explanations.

Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 3, 5, 6
events.
music etc.

sequence of points.
of free production

argument
events.
music etc.

sequence of points.
of free production

and clear.
music etc.
information.
sequence of points.
of free production

Creative writing Can write accounts of experiences, describing 7
Can write a description of an event, a recent trip -
real or imagined.


Sustained monologue Can narrate a story. 2

argument

interest.
Cohesion (A2) Can use the most frequently occurring connectors 3


and clear.
music etc.
sequence of points.

of free production
Can take follow up questions, but may have to ask
for repetition if the speech was rapid.


Unit 5 Life in the Extreme
music etc.
sequence of points.
of free production

narratives.

argument
events.
music etc.
sequence of points.

of free production

narratives.
music etc.


events.
music etc.
sequence of points.

of free production
Interviewing and Can use a prepared questionnaire to carry out a 6
being interviewed structured interview, with some spontaneous
follow up questions.

argument
Processing text Can collate short pieces of information from 5
somebody else.
events.
music etc.

sequence of points.
of free production

and clear.
music etc.
information.
sequence of points.
of free production

interest.


argument
information.


and clear.
music etc.
sequence of points.
of free production
interest.

Unit 6 Are you going to eat that?
music etc.
sequence of points.
of free production

narratives.

argument
Vocabulary range Has a sufficient vocabulary to express him/herself 2,5
events.
music etc.
sequence of points.

of free production
“because”.
Correspondence Can write personal letters giving news and 6

narratives.
music etc.
Clarification Can ask someone to clarify or elaborate what he or 3, 4
she has just said.

events.
music etc.
sequence of points.
of free production


argument
events.
music etc.
sequence of points.

of free production

and clear.
music etc.
information.
Overall spoken Can reasonably fluently sustain a straightforward 1, 5, 6, 7
sequence of points.
Spoken fluency Can express him/herself with relative ease. Despite 1, 5, 6, 7
of free production




argument
Coherence (A2) Can use the most frequently occurring connectors 3


and clear.
music etc.
Overall spoken Can reasonably fluently sustain a straightforward page 106
sequence of points.
Spoken fluency Can express him/herself with relative ease. Despite page 106,
of free production
interest.

Unit 7 Art in the Open
music etc.
sequence of points.
of free production

narratives.

argument
events.
music etc.
sequence of points.

of free production
Sustained monologue Can give straightforward descriptions on a variety 6
of familiar subjects within his field of interest.

narratives.
music etc.
information.


Grammatical accuracy Communicates with reasonable accuracy in familiar 1
events.
music etc.
sequence of points.
of free production
Overall written Can write straightforward connected texts on a 2, 4


argument
events.
music etc.
sequence of points.

of free production

and clear.
Overall spoken Can communicate with some confidence on 1, 5, 6, 7
music etc.
Informal discussion Can express his/her thoughts about abstract or 1, 5, 6, 7
information.
sequence of points.

of free production
Creative writing Can narrate a story. 7


argument
Coherence Can link a series of shorter, discrete simple 3

points.

and clear.
music etc.
sequence of points.
of free production

interest.

Unit 8 Don’t Panic!
music etc.
sequence of points.
of free production

narratives.

argument
events.
music etc.
sequence of points.

of free production
information.

narratives.
sequence of points.
of free production
Sustained monologue Can narrate a story 3, 4

events.
music etc.
sequence of points.
of free production

argument
events.
music etc.
sequence of points.

of free production
information.

and clear.
music etc.
information.
sequence of points.
of free production

Creative writing Can write a description of an event, a recent trip - 7
real or imagined.
Interviewing and Can carry out a prepared interview, checking and 7
being interviewed confirming information, though he/she may
occasionally have to ask for repetition if the other
person's response is rapid or extended.

music etc.

argument

Creative writing Can narrate a story. 3


and clear.
music etc.
sequence of points.

of free production

interest.

Introduction
way.
different speeds.
need to learn.
aims.

competence.
ways.
conversations.

A2+, B2+, etc.
Impact 3 covers the majority of competences for B1+. In this booklet, each exercise
of the Impact series is mapped against core descriptors at the relevant global level.
So, Impact 3 is mapped against descriptors at the B1+ threshold.
in the CEFR.

Framework level: B1+
Reception (spoken)
13) ex1; U1 Grammar (page 20) ex1; U2 Vocabulary
Can understand straightforward factual
information about common everyday or job
ex1; U4 Vocabulary (page 60-62) ex1; U4 Speaking
(page 63) ex1; U4 Grammar (page 64-65) ex1, 4; U5
Can understand the main points of clear standard ex1; U5 Grammar (page 82-83) ex1, 3; U6 Vocabulary
speech on familiar matters regularly encountered (page 94-96) ex1; U6 Speaking (page 97) ex1; U6
in work, school, leisure etc., including short Grammar (page 98-99) ex1; U7 Vocabulary (page 112-
narratives. 114) ex1; U7 Speaking (page 115) ex1; U7 Grammar
(page 116-117) ex1; U7 Grammar (page 122) ex1; U8
Vocabulary (page 128-130) ex 1; U8 Speaking (page
131) ex 1
Can understand a large part of many TV
Can follow many films in which visuals and action Video (page 120-121) ex3; U7 Mission, page 124; U8
carry much of the storyline, and which are Video (page 136-137) ex 3; U8 Mission, page 140
and clear.
Reception (written)
Can read straightforward factual texts on subjects
Reading (page 16-17) ex3, 5; U1 Writing (page 21)
related to his/her field and interest with a
ex1; U2 Vocabulary (page 26-28) ex1, 4; U2 Speaking
ex1; U3 Vocabulary (page 44-46) ex1, 4; U3 Speaking
Reading (page 50-51) ex3; U3 Writing (page 55) ex1;
U4 Vocabulary (page 60-62) ex1, 4; U4 Speaking (page

63) ex2; U4 Reading (page 66-67) ex3, 5; U4 Writing
(page 70) ex1; U5 Vocabulary (page 78-79) ex1, 4; U5
ex2, 5; U5 Reading (page 84-85) ex3, 5; U5 Reading
(page 89) ex1, 2; U6 Vocabulary (page 94-96) ex1, 4;
U6 Speaking (page 97) ex2; U6 Reading (page 100-
101) ex3, 5; U6 Grammar (page 104) ex1, 2; U7
Writing (page 123) ex1, 2; U8 Vocabulary (page 128-
130) ex 1, 4; U8 Speaking (page 131) ex 2; U8
135) ex 3; U8 Writing (page 139) ex 1
Reading for orientation: U1 Reading (page 16-17) ex2, 5; U1 Writing (page 21)
ex1, 2; U2 Reading (page 32-33) ex2, 5; U2 Writing
Can scan longer texts in order to locate desired
(page 37) ex1; U3 Reading (page 50-51) ex2; U3
information, and gather information from
Writing (page 55) ex1; U4 Reading (page 66-67) ex2,
different parts of a text, or from different texts in
5; U4 Writing (page 70) ex1; U5 Reading (page 84-85)
order to fulfil a specific task.
ex2, 5; U5 Reading (page 89) ex1, 2; U6 Reading (page
100-101) ex2, 5; U6 Grammar (page 104) ex1, 2; U7
ex1; U8 Reading (page 134-135) ex 2
Reading for information and argument U1 Vocabulary (page 10-12) ex1; U1 Reading (page
16-17) ex3, 5; U2 Vocabulary (page 26-28) ex1; U2
Can recognise significant points in straightforward
newspaper articles on familiar subjects.
ex1; U3 Vocabulary (page 44-46) ex1; U3 Reading
(page 50-51) ex3; U3 Writing (page 55) ex1, 2; U4
Vocabulary (page 60-62) ex1; U4 Reading (page 66-
67) ex3, 5; U4 Writing (page 70) ex1; U5 Vocabulary
(page 78-79) ex1; U5 Reading (page 84-85) ex3, 5; U5
Reading (page 89) ex1, 2; U6 Vocabulary (page 94-96)
ex1; U6 Reading (page 100-101) ex3, 5; U6 Grammar
(page 104) ex1, 2; U7 Vocabulary (page 112-114) ex1;
U7 Reading (page 118-119) ex3, 5; U7 Writing (page
123) ex1, 2; U8 Vocabulary (page 128-130) ex 1; U8
Reading (page 134-135) ex 3; U8 Writing (page 139)
ex 1
3; U1 Speaking (page 13) ex4; U1 Grammar (page 14-
Can communicate with some confidence on
familiar routine and non-routine matters related
18-19) ex5, 6, 7; U1 Mission, page 22, page 23; U2
to his/her interests and professional field. Can
(page 25) To start; U2 Vocabulary (page 26-28) ex1, 3,
6; U2 Speaking (page 29) ex4; U2 Grammar (page 30-
31) ex3, 5, 6; U2 Reading (page 32-33) ex6; U2 Video
(page 34-35) ex1, 6, 7; U2 Mission, page 38; U3 (page

music etc. 43) To start; U3 Vocabulary (page 44-46) ex1, 3, 6; U3
Grammar (page 48-49) ex3, 6; U3 Reading (page 50-
51) ex1, 6; U3 Video (page 52-53) ex1, 6, 7; U3
Vocabulary (page 60-62) ex1, 3, 6; U4 Speaking (page
63) ex3, 4; U4 Grammar (page 64-65) ex5, 6; U4
6, 7; U4 Mission, page 72; U5 (page 76) To start; U5
81) ex3, 4; U5 Video (page 86-87) ex1; U5 Mission,
97) ex3, 4; U6 Grammar (page 98-99) ex5; U6 Reading
(page 100-101) ex6; U6 Mission, page 106; U7 (page
110) To start; U7 Vocabulary (page 112-114) ex1, 3, 6;
U7 Speaking (page 115) ex3, 4; U7 Grammar (page
Video (page 120-121) ex5, 6, 7; U7 Mission, page 124;
U8 (page 127) To start; U8 Vocabulary (page 128-130)
ex 1, 3, 6; U8 Grammar (page 132-133) ex 3, 6; U8
Reading (page 134-135) ex 6; U8 Video (page 136-
137) ex 1, 5, 6, 7; U8 Grammar (page 138) ex 3; U8
Mission, page 140, 141
Informal discussion (with friends): U1 (page 9) To start; U1 Vocabulary (page 10-12) ex1,
3, 5; U1 Grammar (page 14-15) ex3; U1 Reading (page
Can express his/her thoughts about abstract or
cultural topics such as music, films.
Can give or seek personal views and opinions in Vocabulary (page 26-28) ex1, 3, 6; U2 Grammar (page
discussing topics of interest. 30-31) ex3, 5, 6; U2 Reading (page 32-33) ex6; U2
Video (page 34-35) ex1, 6, 7; U2 Mission, page 38; U3
6; U3 Grammar (page 48-49) ex3, 6; U3 Reading (page
50-51) ex1, 6; U3 Video (page 52-53) ex1, 6; U3
68-69) ex1, 6, 7; U4 Mission, page 72; U5 (page 76) To
Speaking (page 81) ex3, 4; U5 Reading (page 84-85)
ex6; U5 Video (page 86-87) ex1, 5; U5 Mission, page
ex1, 3, 6; U6 Grammar (page 98-99) ex5; U6 Reading
(page 100-101) ex6; U6 Mission, page 106; U7 (page
110) To start; U7 Vocabulary (page 112-114) ex1, 3, 6;
118-119) ex6; U7 Video (page 120-121) ex5, 6; U7
Vocabulary (page 128-130) ex 1, 3, 6; U8 Reading
(page 134-135) ex 6; U8 Video (page 136-137) ex 1, 5,
6, 7; U8 Writing (page 139) ex 2; U8 Mission, page 140

Conversation: U2 Speaking (page 29) ex3, 4; U8 Speaking (page 131)
ex 3, 4
Can express and respond to feelings such as
surprise, happiness, sadness, interest and
indifference.
Goal-oriented co-operation: U2 Writing (page 37) ex2; U3 Video (page 52-53) ex6,
7
Can explain why something is a problem, discuss
what to do next, compare and contrast
alternatives.
Information exchange: U1 Reading (page 16-17) ex1; U1 Video (page 18-19)
ex1; U2 Reading (page 32-33) ex1; U2 Video (page 34-
Can find out and pass on straightforward factual
information.
86-87) ex1, 5; U6 Video (page 102-103) ex1, 5, 6; U7
Reading (page 118-119) ex1; U7 Video (page 120-121)
ex1; U8 Reading (page 134-135) ex 1; U8 Video (page
136-137) ex 1
Formal discussion: U3 Video (page 52-53) ex7

Can take part in routine formal discussion of
familiar subjects which is conducted in clearly
articulated speech in the standard dialect and
which involves the exchange of factual
information, receiving instructions or the
discussion of solutions to practical problems.
Overall written interaction: U2 Mission, page 39; U4 Writing (page 70) ex3; U6
Grammar (page 104) ex3
Can convey information and ideas on abstract as
well as concrete topics, check information and ask
about or explain problems with reasonable
precision.
Correspondence: U1 Mission, page 23; U6 Mission, page 107
Can write personal letters describing experiences,
Can write personal letters giving news and
Production (spoken)
Overall spoken production: U1 (page 9) To start; U1 Vocabulary (page 10-12) ex1,
3, 5; U1 Reading (page 16-17) ex6; U1 Video (page 18-
Can reasonably fluently sustain a straightforward
19) ex5, 6, 7; U1 Grammar (page 20) ex4; U1 Mission,
description of one of a variety of subjects within
sequence of points.

Video (page 34-35) ex1, 6, 7; U2 Mission, page 38,
page 39; U3 (page 43) To start; U3 Vocabulary (page
44-46) ex1, 3, 6; U3 Grammar (page 48-49) ex3, 6; U3
Reading (page 50-51) ex1, 6; U3 Video (page 52-53)
ex1, 6, 7; U3 Mission, page 56, page 57; U4 (page 59)
To start; U4 Vocabulary (page 60-62) ex1, 3, 6; U4
67) ex6; U4 Video (page 68-69) ex1, 6, 7; U4 Mission,
Vocabulary (page 78-79) ex1, 3, 6; U5 Reading (page
84-85) ex6; U5 Video (page 86-87) ex1; U5 Grammar
(page 88) ex3; U5 Mission, page 90, page 91; U6 (page
93) To start; U6 Vocabulary (page 94-96) ex1, 3, 6; U6
101) ex6; U6 Video (page 102-103) ex7; U6 Mission,
U7 Video (page 120-121) ex5, 6, 7; U7 Mission, page
124, page 125; U8 (page 127) To start; U8 Vocabulary
(page 128-130) ex 3, 6; U8 Speaking (page 131) ex 3,
4; U8 Grammar (page 132-133) ex 3, 6; U8 Reading
(page 134-135) ex 6; U8 Video (page 136-137) ex 1, 5,
6, 7; U8 Mission, page 140, page 141
Sustained monologue (describing experience): U2 Speaking (page 29) ex4; U7 Vocabulary (page 112-
114) ex6
Can narrate a story.
Addressing audiences: U1 Mission, page 23; U2 Grammar (page 30-31) ex5;
Can give a prepared straightforward presentation
Video (page 68-69) ex7; U5 Video (page 86-87) ex7;
U5 Mission, page 91; U6 Video (page 102-103) ex7;
clear enough to be followed without difficulty
U1 Mission, page 23; U6 Mission, page 107; U7 Video
most of the time, and in which the main points are
(page 120-121) ex7; U7 Mission, page 125; U8
Vocabulary (page 128-130) ex 6; U8 Mission, page 141
Interviewing and being interviewed: U1 Mission, page 23; U4 Vocabulary (page 60-62) ex6;
U4 Video (page 68-69) ex7; U8 Mission, page 141
Can carry out a prepared interview, checking and
confirming information, though he/she may

Overall written production: U1 Writing (page 21) ex3; U1 Video (page 18-19) ex7;
U1 Mission, page 23; U2 Writing (page 37) ex3; U3
Can write straightforward connected texts on a
Writing (page 55) ex3; U3 Mission, page 57; U4
range of familiar subjects within his field of
Mission, page 73; U5 Grammar (page 82-83) ex5; U5
Video (page 86-87) ex7; U5 Reading (page 89) ex3; U6
Vocabulary (page 94-96) ex6; U6 Video (page 102-
103) ex7; U6 Grammar (page 104) ex3; U6 Mission,
page 107; U7 Vocabulary (page 112-114) ex6; U7
Grammar (page 116-117) ex6; U7 Video (page 120-
121) ex7; U7 Writing (page 123) ex3; U8 Video (page
136-137) ex 7; U8 Writing (page 139) ex 3; U8
Mission, page 141
Overall written production (A2): U2 Vocabulary (page 26-28) ex6; U5 Mission, page 91;
U8 Vocabulary (page 128-130) ex 6
linked with simple connectors like “and", “but”
and “because”.
Creative writing: U1 Writing (page 21) ex3; U2 Writing (page 37) ex3;
U3 Writing (page 55) ex3; U5 Video (page 86-87) ex7;
Can write straightforward, detailed descriptions on
U6 Vocabulary (page 94-96) ex6; U6 Video (page 102-
103) ex7; U7 Video (page 120-121) ex7; U7 Writing
interest.
(page 123) ex3; U8 Vocabulary (page 128-130) ex 6;
Can write accounts of experiences, describing U8 Video (page 136-137) ex 7
Reports and essays: U1 Mission, page 23; U3 Mission, page 57; U4
Mission, page 73; U5 Reading (page 89) ex3; U8
Can summarise, report and give his/her opinion
Writing (page 139) ex 3
about accumulated factual information on familiar
routine and non-routine matters within his field
with some confidence.
Planning: U1 Mission, page 23; U2 Mission, page 39; U3

Mission, page 57; U4 Mission, page 73; U5 Mission,
Can work out how to communicate the main
page 91; U1 Mission, page 23; U6 Mission, page 107
point(s) he/she wants to get across, exploiting any
resources available and limiting the message to
what he/she can recall or find the means to
express.
Asking for clarification: U4 Speaking (page 63) ex3

Can ask someone to clarify or elaborate what he or
she has just said.

Vocabulary range: U1 Vocabulary (page 10-12) ex2, 5; U1 Grammar
Has a sufficient vocabulary to express him/herself
48-49) ex4, 5; U3 Reading (page 50-51) ex2; U4
events
Vocabulary (page 128-130) ex 2, 5; U8 Grammar
(page 132-133) ex 4; U8 Reading (page 134-135) ex 2
Control
Grammatical accuracy: U1 Grammar (page 14-15) ex1, 2, 5; U1 Grammar
(page 20) ex1, 2, 3, 4; U2 Grammar (page 30-31) ex1,
Communicates with reasonable accuracy in
2, 3, 6; U2 Grammar (page 36) ex1, 2; U3 Grammar
familiar contexts; generally good control though
(page 48-49) ex1; U3 Grammar (page 54) ex1, 2, 3; U4
with noticeable mother tongue influence. Errors
occur, but it is clear what he/she is trying to
(page 70) ex1, 2; U5 Grammar (page 82-83) ex1, 2, 5;
express.
U5 Grammar (page 88) ex1, 2; U6 Grammar (page 98-
Uses reasonably accurately a repertoire of 99) ex1, 2, 3; U6 Grammar (page 104) ex1, 2; U7
frequently used "routines" and patterns associated Grammar (page 116-117) ex1, 2, 3; U7 Grammar
with more predictable situations. (page 122) ex1, 2, 3; U8 Grammar (page 132-133) ex
1, 2, 3, 6; U8 Grammar (page 138) ex 1, 2

Pronunciation is clearly intelligible even if a foreign
Vocabulary (page 128-130) ex 2, 5; U8 Grammar
(page 132-133) ex 4; U8 Reading (page 134-135) ex 2

Pragmatic
Coherence: U2 Writing (page 37) ex3
Can link a series of shorter, discrete simple
points.
3; U1 Speaking (page 13) ex4; U1 Reading (page 16-
Can express him/herself with relative ease.
Despite some problems with formulation resulting
in pauses and "cul-de-sacs", he/she is able to keep
Can keep going comprehensibly, even though Video (page 34-35) ex1, 6, 7; U2 Mission, page 38,
pausing for grammatical and lexical planning and page 39; U3 (page 43) To start; U3 Vocabulary (page
repair is very evident, especially in longer stretches 44-46) ex1, 3, 6; U3 Grammar (page 48-49) ex3, 6; U3
of free production Reading (page 50-51) ex1, 6; U3 Video (page 52-53)
ex1, 6, 7; U3 Mission, page 56, page 57; U4 (page 59)
84-85) ex6; U5 Mission, page 90, page 91; U6 (page
101) ex6; U6 Video (page 102-103) ex7; U6 Mission,
page 107; U7 (page 110) To start; U7 Grammar (page
Video (page 120-121) ex5, 6, 7; U7 Mission, page 124,
(page 128-130) ex 3, 6; U8 Speaking (page 131) ex 3,
4; U8 Reading (page 134-135) ex 6; U8 Video (page
136-137) ex 1, 5, 6, 7; U8 Mission, page 140, page 141
Propositional precision: U3 Speaking (page 47) ex3, 4; U7 Speaking (page 115)

ex3, 4
Can explain the main points in an idea or problem
with reasonable precision.

Framework level: B1+
Unit 1 Colour Matters
music etc.
sequence of points.
of free production

narratives.

argument
events.
music etc.
sequence of points.

of free production

narratives.

music etc.
of free production


events.
music etc.

argument

information.
events.
music etc.
sequence of points.
of free production

and clear.
music etc.
information.
sequence of points.
of free production

narratives.

interest.


and clear.
music etc.
sequence of points.
of free production
Correspondence Can write personal letters describing experiences, page 23

Interviewing and Can carry out a prepared interview, checking and page 23
Planning Can work out how to communicate the main page 23
express.
Reports and essays Can summarise, report and give his/her opinion page 23

Unit 2 Misunderstood Animals
music etc.
sequence of points.
of free production

narratives.

argument
events.
music etc.
sequence of points.

of free production
“because”.

narratives.

music etc.
Conversation Can express and respond to feelings such as 3, 4
indifference.

events.
music etc.
sequence of points.
of free production


argument
events.
information.
music etc.

sequence of points.
of free production

and clear.
music etc.
information.
sequence of points.
of free production



argument
interest.
Goal-oriented Can explain why something is a problem, discuss 2
cooperation what to do next, compare and contrast
alternatives.
Coherence Can link a series of shorter, discrete simple 3
points.


and clear.
music etc.
sequence of points.
of free production
Overall written Can convey information and ideas on abstract as page 39
interaction well as concrete topics, check information and ask
precision.
express.

Unit 3 Everybody’s Doing It!
music etc.
sequence of points.
of free production

narratives.

argument
events.
music etc.
sequence of points.

of free production

narratives.

events.

music etc.
sequence of points.
of free production

argument
events.

music etc.
sequence of points.
of free production

and clear.
music etc.
sequence of points.
of free production
and explanations.
Formal discussion Can take part in routine formal discussion of 7
familiar subjects which is conducted in clearly

articulated speech in the standard dialect and
which involves the exchange of factual
information, receiving instructions or the
discussion of solutions to practical problems.


argument
interest.


and clear.
music etc.
sequence of points.
of free production


express.

Unit 4 Fashion Footprints
music etc.
sequence of points.
of free production

narratives.
argument
events.
music etc.
sequence of points.

of free production

narratives.

music etc.
Asking for clarification Can ask someone to clarify or elaborate what he or 3
she has just said.

Overall listening Can understand straightforward factual 1, 4
narratives.
Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 3, 5, 6
events.
music etc.
sequence of points.

of free production

argument
events.
music etc.
sequence of points.

of free production

and clear.
music etc.
sequence of points.
of free production



argument
Overall written Can convey information and ideas on abstract as 3
precision.
Can write personal letters and notes asking for or
conveying simple information of immediate
be important.


and clear.
music etc.
sequence of points.
of free production
express.

Unit 5 Flying High
music etc.
sequence of points.
of free production

narratives.
argument
events.
music etc.
sequence of points.

of free production

narratives.

music etc.
Informal discussion Can express belief, opinion, agreement and 3, 4
(with friends) disagreement politely.

Overall listening Can understand straightforward factual 1, 3

narratives.
events.

argument
Information exchange Can exchange, check and confirm accumulated 1
factual information on familiar routine and non-
routine matters within his field with some
confidence.

events.
music etc.
sequence of points.
of free production

and clear.
music etc.
information.
sequence of points.
of free production

interest.


argument


and clear.
music etc.
sequence of points.
of free production

express.
Unit 6 New Frontiers

music etc.
sequence of points.
of free production

narratives.

argument
events.
music etc.
sequence of points.

of free production
interest.

narratives.
music etc.


narratives.
events.
music etc.
sequence of points.

of free production

information and signalled argumentative texts.
argument
events.
music etc.

sequence of points.

of free production

and clear.
Information exchange Can find out and pass on straightforward factual 1, 5, 6
information.
sequence of points.
of free production

interest.



argument
Overall written Can convey information and ideas on abstract as 3
precision.

and clear.
music etc.

sequence of points.
of free production
Correspondence Can write personal letters giving news and page 107
express.

Unit 7 Visual Stories
music etc.
sequence of points.
of free production

narratives.
argument
events.
music etc.
sequence of points.

of free production
Sustained monologue Can give straightforward descriptions on a variety 6
of familiar subjects within his field of interest.

narratives.
music etc.


narratives.
events.
music etc.
sequence of points.

of free production

information.

argument
events.
music etc.

sequence of points.
of free production

and clear.
music etc.
information.

sequence of points.
of free production
interest.

narratives.


argument
interest.

and clear.
music etc.

sequence of points.
of free production

Unit 8 Perform and Create
music etc.
sequence of points.
of free production

narratives.
argument
events.
music etc.
sequence of points.

of free production
real or imagined.

narratives.
sequence of points.
of free production
Conversation Can express and respond to feelings such as 3, 4

indifference.

events.
music etc.
sequence of points.



argument
events.
music etc.
sequence of points.
of free production
information.

and clear.
music etc.
information.
sequence of points.
of free production
real or imagined.

music etc.

argument
Reports and essays Can summarise, report and give his/her opinion 3

and clear.
music etc.
sequence of points.
of free production

Interviewing and Can carry out a prepared interview, checking and page 141

Introduction
way.
different speeds.
need to learn.
aims.

competence.
ways.
conversations.

A2+, B2+, etc.
Impact 4 covers the majority of competences for B2. In this booklet, each exercise of
Impact 4 is mapped against descriptors at the B2 threshold.
in the CEFR.

Impact Level 4 CEF Overview
Framework level: B2
Reception (spoken)
13) ex1; U2 Vocabulary (page 26-28) ex1; U2 Speaking
Can understand the main ideas of propositionally
and linguistically complex speech on both concrete
and abstract topics delivered in a standard dialect,
ex1; U3 Grammar (page 48-49) ex2, 4; U4 Vocabulary
including technical discussions in his/her field of
specialisation.
Grammar (page 64-65), ex2, 4; U5 Vocabulary (page
Can follow extended speech and complex lines of 78-80) ex1; U5 Speaking (page 81) ex1; U5 Grammar
argument provided the topic is reasonably (page 82-83) ex2, 4; U6 Vocabulary (page 94-96) ex1;
familiar, and the direction of the talk is sign-posted U6 Speaking (page 97) ex1; U6 Grammar (page 98-99)
by explicit markers. ex3; U7 Vocabulary (page 112-114) ex1; U7 Speaking
(page 115) ex1; U7 Grammar (page 116-117) ex1, 4;
U7 Grammar (page 122) ex1, 2; U8 Vocabulary (page
128-130) ex1; U8 Speaking (page 131) ex1; U8
Grammar (page 132-133) ex2
Can understand documentaries, live interviews,
talk shows, plays and the majority of films in
standard dialect.
Video (page 136-137) ex3; U8 Mission, page 140
Reception (written)
Overall reading comprehension: U1 Vocabulary (page 10-12) ex1, 4; U1 Speaking (page
13) ex2; U1 Grammar (page 14-15) ex3; U1 Reading
Can read with a large degree of independence,
adapting style and speed of reading to different
texts and purposes, and using appropriate
29) ex2; U2 Reading (page 32-33) ex3; U2 Writing
reference sources selectively. Has a broad active
reading vocabulary, but may experience some
Speaking (page 47) ex2; U3 Reading (page 50-51) ex3;
difficulty with low frequency idioms.
U3 Writing (page 55) ex1; U4 Vocabulary (page 60-62)
ex1, 4; U4 Speaking (page 63) ex2; U4 Reading (page
66-67) ex3, 5; U4 Writing (page 71) ex1, 2; U5
ex3; U6 Writing (page 105) ex1, 2; U7 Vocabulary
(page 112-114) ex 1, 4; U7 Speaking (page 115) ex2;

U7 Reading (page 118-119) ex3; U7 Writing (page
123) ex1, 2; U8 Vocabulary (page 128-130) ex1, 4; U8
ex3; U8 Writing (page 139) ex1, 2
Reading for orientation: U1 Reading (page 16-17) ex2; U1 Writing (page 21)
ex1, 2; U2 Reading (page 32-33) ex2; U2 Writing (page
Can scan quickly through long and complex texts,
locating relevant details.
(page 55) ex1; U4 Reading (page 66-67) ex2, 5; U4
Can quickly identify the content and relevance of Writing (page 71) ex1, 2; U5 Reading (page 84-85)
news items, articles and reports on a wide range of ex2; U5 Writing (page 89) ex1; U6 Reading (page 100-
professional topics, deciding whether closer study 101) ex2; U6 Writing (page 105) ex1, 2; U7 Reading
is worthwhile. (page 118-119) ex2; U7 Writing (page 123) ex1, 2; U8
Reading (page 134-135) ex2; U8 Writing (page 139)
ex1, 2
Reading for information and argument U1 Vocabulary (page 10-12) ex1; U1 Reading (page
16-17) ex3; U2 Vocabulary (page 26-28) ex1; U2
Can understand articles and reports concerned
Reading (page 32-33) ex3; U3 Vocabulary (page 44-
with contemporary problems in which the writers
adopt particular stances or viewpoints.
Can understand specialised articles outside his/her Vocabulary (page 78-80) ex1; U5 Reading (page 84-
field, provided he/she can use a dictionary 85) ex3; U6 Vocabulary (page 94-96) ex1; U6 Reading
occasionally to confirm his/her interpretation of (page 100-101) ex3; U7 Vocabulary (page 112-114)
terminology. ex1; U7 Reading (page 118-119) ex3; U8 Vocabulary
(page 128-130) ex1; U8 Reading (page 134-135) ex3
3, 6; U1 Speaking (page 13) ex3, 4; U1 Reading (page
Can use the language fluently, accurately and
effectively on a wide range of general, academic,
vocational or leisure topics, marking clearly the
relationships between ideas. Can communicate
29) ex3, 4; U2 Grammar (page 30-31) ex7; U2 Reading
spontaneously with good grammatical control
(page 32-33) ex5, 6; U2 Video (page 34-35) ex1, 5, 6,
without much sign of having to restrict what
7; U2 Grammar (page 36) ex2; U2 Mission, page 38,
he/she wants to say, adopting a level of formality
page 39; U3 (page 43) To start; U3 Vocabulary (page
appropriate to the circumstances.
44-46) ex1, 3, 6; U3 Speaking (page 47) ex3, 4; U3
Can interact with a degree of fluency and Grammar (page 48-49) ex3, 5; U3 Reading (page 50-
spontaneity that makes regular interaction, and 51) ex5, 6; U3 Video (page 52-53) ex1, 5; U3 Grammar
sustained relationships with native speakers quite (page 54) ex2, 3; U3 Mission, page 56, page 57; U4
possible without imposing strain on either party. (page 59) To start; U4 Vocabulary (page 60-62) ex1, 3,
Can highlight the personal significance of events 6; U4 Speaking (page 63) ex3, 4; U4 Grammar (page
and experiences, account for and sustain views 64-65) ex3, 5, 6; U4 Reading (page 66-67) ex6; U4
clearly by providing relevant explanations and Video (page 68-69) ex1, 6; U4 Grammar (page 70)
arguments. ex3; U4 Mission, page 72; U5 (page 77) To start; U5

(page 102-103) ex1, 6, 7; U6 Mission, page 106; U7
ex1, 3, 6; U7 Speaking (page 115) ex3, 4; U7 Grammar
124, page 125; U8 (page 127) To start; U8 Vocabulary
(page 128-130) ex1, 3, 6; U8 Speaking (page 131) ex3,
4; U8 Reading (page 134-135) ex5, 6; U8 Video (page
136-137) ex1, 5, 6, 7; U8 Mission, page 140, page 141
Conversation (B1): U1 Speaking (page 13) ex3, 4
Can express and respond to feelings such as
indifference.
Informal discussion (with friends): U1 (page 9) To start; U1 Vocabulary (page 10-12) ex1,
3, 6; U1 Grammar (page 14-15) ex5; U1 Reading (page
Can take an active part in informal discussion in
familiar contexts, commenting, putting point of
view clearly, evaluating alternative proposals and
making and responding to hypotheses.
30-31) ex3, 6; U2 Reading (page 32-33) ex5, 6; U2
Can with some effort catch much of what is said Video (page 34-35) ex1, 5, 6, 7; U2 Grammar (page
around him/her in discussion, but may find it 36) ex2; U2 Mission, page 38; U3 (page 43) To start;
difficult to participate effectively in discussion with U3 Vocabulary (page 44-46) ex1, 3, 6; U3 Grammar
several native speakers who do not modify their (page 48-49) ex3, 5; U3 Reading (page 50-51) ex5, 6;
language in any way. U3 Video (page 52-53) ex1, 5; U3 Grammar (page 54)
Can account for and sustain his/her opinions in ex2, 3; U3 Mission, page 56; U4 (page 59) To start; U4
discussion by providing relevant explanations, Vocabulary (page 60-62) ex1, 3, 6; U4 Speaking (page
arguments and comments. 63) ex3, 4; U4 Grammar (page 64-65) ex3, 5, 6; U4
6; U4 Grammar (page 70) ex3; U4 Mission, page 72;
U5 (page 77) To start; U5 Vocabulary (page 78-80)
ex1, 3, 6; U5 Speaking (page 81) ex3, 4; U5 Reading
(page 84-85) ex6; U5 Video (page 86-87) ex1, 4; U5
(page 102-103) ex1, 6, 7; U6 Mission, page 106; U7
ex1, 3, 6; U7 Speaking (page 115) ex3, 4; U7 Grammar
124; U8 (page 127) To start; U8 Vocabulary (page 128-
130) ex1, 3, 6; U8 Speaking (page 131) ex3, 4; U8
137) ex1, 5, 6, 7; U8 Mission, page 140, page 141
Goal-oriented co-operation (B1): U2 Speaking (page 29) ex3, 4; U2 Grammar (page 30-
31) ex7; U3 Speaking (page 47) ex3, 4; U6 Speaking
Can explain why something is a problem, discuss
(page 97) ex3, 4
what to do next, compare and contrast
alternatives.
Information exchange (B1): U1 Reading (page 16-17) ex1; U2 Reading (page 32-

33) ex1; U3 Reading (page 50-51) ex1; U4 Reading
Can find out and pass on straightforward factual
information.
Reading (page 100-101) ex1; U7 Reading (page 118-
119) ex1; U8 Reading (page 134-135) ex1
Overall written interaction: U2 Writing (page 37) ex3;
Can express news and views effectively in writing,
and relate to those of others.
Overall written interaction (B1): U3 Mission, page 57; U4 Mission, page 72; U5
Mission, page 91
Can convey information and ideas on abstract as
well as concrete topics, check information and ask
precision.
Correspondence: U4 Video (page 68-69) ex7
Can write letters conveying degrees of emotion
and highlighting the personal significance of
events and experiences and commenting on the
correspondent's news and views
Production (spoken)
Overall spoken production: U1 (page 9) To start; U1 Reading (page 16-17) ex6;
U1 Video (page 18-19) ex1, 5, 6, 7; U1 Grammar (page
Can give clear, detailed descriptions and
20) ex2; U1 Mission, page 22, page 23; U2 (page 25)
presentations on a wide range of subjects related
to his/her field of interest, expanding and
supporting ideas with subsidiary points and
ex1, 5, 6, 7; U2 Mission, page 38, page 39; U3 (page
relevant examples.
ex1, 5; U3 Mission, page 56, page 57; U4 (page 59) To
6; U4 Mission, page 72; U5 (page 77) To start; U5
Vocabulary (page 112-114) ex1, 3, 6; U7 Reading
(page 118-119) ex6; U7 Video (page 120-121) ex1, 5,
7; U7 Mission, page 124, page 125; U8 (page 127) To
135) ex6; U8 Video (page 136-137) ex1, 5, 6, 7; U8
Mission, page 140, page 141

Addressing audiences: U1 Mission, page 23; U2 Video (page 34-35) ex7; U2
Mission, page 39; U3 Vocabulary (page 44-46) ex6; U3
Can give a clear, prepared presentation, giving
Grammar (page 48-49) ex6; U3 Video (page 52-53)
reasons in support of or against a particular point
ex6; U3 Mission, page 57; U4 Grammar (page 64-65)
of view and giving the advantages and
ex6; U4 Video (page 68-69) ex7; U4 Mission, page 73;
disadvantages of various options.
ex6; U7 Video (page 120-121) ex6; U7 Mission, page
125; U8 Vocabulary (page 128-130) ex6; U8 Video
(page 136-137) ex7; U8 Mission, page 141
Interviewing and being interviewed: U1 Vocabulary (page 10-12) ex6; U1 Mission, page
23; U2 Vocabulary (page 26-28) ex6
Can carry out an effective, fluent interview,
departing spontaneously from prepared questions,
following up and probing interesting replies.
Interviewing and being interviewed (B1): U5 Video (page 86-87) ex6

Can carry out a prepared interview, checking and
confirming information, though he/she may
Overall written production: U1 Writing (page 21) ex3; U1 Mission, page 23; U2
Vocabulary (page 26-28) ex6; U2 Video (page 34-35)
Can write clear, detailed texts on a variety of
ex7; U3 Grammar (page 48-49) ex6; U3 Video (page
subjects related to his field of interest,
52-53) ex6; U3 Writing (page 55) ex3; U3 Mission,
synthesising and evaluating information and
page 57; U4 Grammar (page 64-65) ex5; U4 Video
arguments from a number of sources.
Grammar (page 82-83) ex3, 5; U5 Writing (page 89)
ex3; U6 Grammar (page 98-99) ex4, 5; U6 Reading
Grammar (page 116-117) ex2, 3, 5; U7 Writing (page
123) ex3; U8 Writing (page 139) ex3
Creative writing: U1 Writing (page 21) ex3; U2 Vocabulary (page 26-28)

ex6; U2 Video (page 34-35) ex7; U2 Writing (page 37)
Can write clear, detailed descriptions on a variety
ex3; U3 Video (page 52-53) ex6; U3 Writing (page 55)
of subjects related to his/her field of interest.
ex3; U3 Mission, page 57; U4 Mission, page 73; U5
Mission, page 91; U6 Reading (page 100-101) ex5; U6
Writing (page 105) ex3; U6 Mission, page 107; U7
Mission, page 125; U8 Writing (page 139) ex3
Creative writing (B1): U5 Grammar (page 82-83) ex5
Can narrate a story.
Reports and essays: U4 Video (page 68-69) ex7; U4 Writing (page 71) ex3;

U5 Writing (page 89) ex3; U7 Writing (page 123) ex3
Can synthesise information and arguments from a
number of sources.
Cooperating (B1): U1 Speaking (page 13) ex3, 4

Can exploit a basic repertoire of language and
strategies to help keep a conversation or
discussion going.
Taking the floor (turntaking): U5 Speaking (page 81) ex3, 4
Can use stock phrases (e.g. "That's a difficult
question to answer") to gain time and keep the
turn whilst formulating what to say.
Planning (B1): U5 Mission, page 91; U6 Mission, page 107
Can work out how to communicate the main
express
Asking for clarification (B1): U7 Speaking (page 115) ex3, 4
Can ask someone to clarify or elaborate what he or
she has just said.
Working with text

Processing text: U1 Reading (page 16-17) ex5; U7 Reading (page 118-
119) ex5
Can summarise extracts from news items,
interviews or documentaries containing opinions,
argument and discussion.

Vocabulary range: U1 Vocabulary (page 10-12) ex2, 5; U1 Grammar
Has a good range of vocabulary for matters
connected to his field and most general topics?
Can vary formulation to avoid frequent repetition,
but lexical gaps can still cause hesitation and
circumlocution.

132-133) ex2; U8 Reading (page 134-135) ex2
Control
Grammatical accuracy: U1 Grammar (page 14-15) ex1, 2, 4, 5; U1 Grammar
(page 20) ex1, 2; U2 Grammar (page 30-31) ex1, 3, 7;
Shows a relatively high degree of grammatical
U2 Grammar (page 36) ex1, 2; U3 Grammar (page 48-
control. Does not make mistakes which lead to
49) ex1, 3, 5; U3 Grammar (page 54) ex1, 2, 3; U4
misunderstanding.
(page 70) ex1, 2; U5 Grammar (page 82-83) ex1, 2, 3,
5; U5 Grammar (page 88) ex1; U6 Grammar (page 98-
99) ex1, 2, 4, 5; U6 Grammar (page 104) ex1, 2, 3; U7
(page 122) ex1, 2, 3; U8 Grammar (page 132-133) ex1,
3; U8 Grammar (page 138) ex1, 2

Has a clear, natural, pronunciation and intonation.
132-133) ex2; U8 Reading (page 134-135) ex2
Pragmatic
Coherence:

3, 6; U1 Reading (page 16-17) ex6; U1 Video (page 18-
Can produce stretches of language with a fairly
19) ex1, 5, 6, 7; U1 Mission, page 22, page 23; U2
even tempo; although he/she can be hesitant as
he/she searches for patterns and expressions,
6; U2 Reading (page 32-33) ex5, 6; U2 Video (page 34-
there are few noticeably long pauses.
35) ex1, 5, 6, 7; U2 Mission, page 38, page 39; U3
Can interact with a degree of fluency and (page 43) To start; U3 Vocabulary (page 44-46) ex1, 3,
spontaneity that makes regular interaction with 6; U3 Reading (page 50-51) ex5, 6; U3 Video (page 52-

native speakers quite possible without imposing 53) ex1, 5; U3 Mission, page 56, page 57; U4 (page 59)
strain on either party. To start; U4 Vocabulary (page 60-62) ex1, 3, 6; U4
6; U4 Mission, page 72; U5 (page 77) To start; U5
Vocabulary (page 112-114) ex1, 3, 6; U7 Reading
(page 118-119) ex6; U7 Video (page 120-121) ex1, 5,
7; U7 Mission, page 124, page 125; U8 (page 127) To
Reading (page 134-135) ex6; U8 Mission, page 140,
page 141

Framework level: B2
Unit 1 Pushing the Limits
Overall spoken Can use the language fluently, accurately and To start
interaction effectively on a wide range of general, academic,
Can interact with a degree of fluency and
spontaneity that makes regular interaction, and
sustained relationships with native speakers quite
possible without imposing strain on either party.
Can highlight the personal significance of events
and experiences, account for and sustain views
clearly by providing relevant explanations and
arguments.
Informal discussion Can take an active part in informal discussion in To start
(with friends) familiar contexts, commenting, putting point of
Can with some effort catch much of what is said
around him/her in discussion, but may find it
difficult to participate effectively in discussion with
several native speakers who do not modify their
language in any way.
Can account for and sustain his/her opinions in
discussion by providing relevant explanations,
arguments and comments.
Overall spoken Can give clear, detailed descriptions and To start
production presentations on a wide range of subjects related
relevant examples.
Spoken fluency Can produce stretches of language with a fairly To start
spontaneity that makes regular interaction with
native speakers quite possible without imposing
strain on either party.

Overall listening Can understand the main ideas of propositionally 1
comprehension and linguistically complex speech on both concrete
specialisation.
Can follow extended speech and complex lines of
argument provided the topic is reasonably familiar,
and the direction of the talk is sign-posted by
explicit markers.
Overall reading Can read with a large degree of independence, 1, 4
comprehension adapting style and speed of reading to different
Reading for Can understand articles and reports concerned 1
information & with contemporary problems in which the writers
argument adopt particular stances or viewpoints.
Vocabulary range Has a good range of vocabulary for matters 2, 5
circumlocution.
Phonological control Has a clear, natural, pronunciation and intonation. 2, 5
Overall spoken Can use the language fluently, accurately and 1, 3, 6
arguments.

Informal discussion Can take an active part in informal discussion in 1, 3, 6
Overall spoken Can give clear, detailed descriptions and 1, 3, 6
relevant examples.
Spoken fluency Can produce stretches of language with a fairly 1, 3, 6
Interviewing and Can carry out an effective, fluent interview, 6
being interviewed departing spontaneously from prepared questions,

specialisation.
explicit markers.
Overall reading Can read with a large degree of independence, 2

Overall spoken Can use the language fluently, accurately and 3, 4
arguments.
Conversation (B1) Can express and respond to feelings such as 3, 4
indifference.
Cooperating (B1) Can exploit a basic repertoire of language and 3, 4
strategies to help keep a conversation or
discussion going.

Grammatical accuracy Shows a relatively high degree of grammatical 1, 2, 4, 5

misunderstanding.
Vocabulary range Has a good range of vocabulary for matters 3
circumlocution.
Phonological control Has a clear, natural, pronunciation and intonation. 3

Informal discussion Can take an active part in informal discussion in 5

Reading for Can scan quickly through long and complex texts, 2
orientation locating relevant details.
Can quickly identify the content and relevance of
news items, articles and reports on a wide range of
professional topics, deciding whether closer study
is worthwhile.
Reading for Can understand specialised articles outside his/her 3
information & field, provided he/she can use a dictionary
argument occasionally to confirm his/her interpretation of
terminology.

(B1) information.
circumlocution.
Overall spoken Can use the language fluently, accurately and 6
arguments.
Overall spoken Can give clear, detailed descriptions and 6
relevant examples.
Spoken fluency Can produce stretches of language with a fairly 6

Processing text Can summarise extracts from news items, 5

Watching TV and film Can understand documentaries, live interviews, 3
standard dialect.
Overall spoken Can use the language fluently, accurately and 1, 5, 6, 7
arguments.
Informal discussion Can take an active part in informal discussion in 1, 5, 6, 7
Overall spoken Can give clear, detailed descriptions and 1, 5, 6, 7
relevant examples.
Spoken fluency Can produce stretches of language with a fairly 1, 5, 6, 7

Grammatical accuracy Shows a relatively high degree of grammatical 1, 2
misunderstanding.
relevant examples.

Reading for Can scan quickly through long and complex texts, 1, 2
is worthwhile.
Overall written Can write clear, detailed texts on a variety of 3
production subjects related to his field of interest, synthesising
and evaluating information and arguments from a
number of sources.
Creative writing Can write clear, detailed descriptions on a variety 3

Watching TV and film Can understand documentaries, live interviews, page 22
standard dialect.
Overall spoken Can use the language fluently, accurately and page 22, page 23

arguments.
Informal discussion Can take an active part in informal discussion in page 22
Overall spoken Can give clear, detailed descriptions and page 22, page 23
relevant examples.
Spoken fluency Can produce stretches of language with a fairly page 22, page 23
Overall written Can write clear, detailed descriptions on a variety page 23
production of subjects related to his/her field of interest.
Addressing audiences Can give a clear, prepared presentation, giving page 23

Interviewing and Can carry out an effective, fluent interview, page 23

Unit 2 It Takes a Village
arguments.
relevant examples.

specialisation.
explicit markers.
circumlocution.
arguments.

relevant examples.
Interviewing and Can carry out an effective, fluent interview, 6
number of sources.

specialisation.
explicit markers.

arguments.
Goal-oriented Can explain why something is a problem, discuss 3, 4
cooperation (B1) what to do next, compare and contrast
alternatives.

Grammatical accuracy Shows a relatively high degree of grammatical 1, 3, 7
misunderstanding.
Overall listening Can follow extended speech and complex lines of 1, 5

comprehension argument provided the topic is reasonably familiar,
explicit markers.
circumlocution.

arguments.
Goal-oriented Can explain why something is a problem, discuss 7
alternatives.

is worthwhile.

terminology.
(B1) information.
circumlocution.
arguments.
Informal discussion Can take an active part in informal discussion in 5, 6
Overall spoken Can give clear, detailed descriptions and 5, 6
relevant examples.
Spoken fluency Can produce stretches of language with a fairly 5, 6


standard dialect.
arguments.
relevant examples.
Addressing audiences Can give a clear, prepared presentation, giving 7
reasons in support of or against a particular point of

view and giving the advantages and disadvantages
of various options.

number of sources.

misunderstanding.
arguments.


is worthwhile.
Overall written Can express news and views effectively in writing, 3
interaction and relate to those of others.

standard dialect.
arguments.

relevant examples.

Unit 3 Food Matters
arguments.
relevant examples.

specialisation.
explicit markers.
circumlocution.
arguments.

relevant examples.

specialisation.
explicit markers.

arguments.
Goal-oriented Can explain why something is a problem, discuss 3, 4
alternatives.

misunderstanding.

explicit markers.
circumlocution.

arguments.
number of sources.

is worthwhile.

terminology.
(B1) information.
circumlocution.
arguments.

relevant examples.

standard dialect.
arguments.
relevant examples.

of various options.

number of sources.

misunderstanding.
arguments.


is worthwhile.
number of sources.

standard dialect.
arguments.

relevant examples.
Creative writing Can write clear, detailed descriptions on a variety page 57
Overall written Can write clear, detailed texts on a variety of page 57
number of sources.
interaction (B1) well as concrete topics, check information and ask
precision.

Unit 4 The Footprint of Fun
arguments.
relevant examples.

specialisation.
explicit markers.
circumlocution.
arguments.

relevant examples.

specialisation.
explicit markers.
arguments.

Grammatical accuracy Shows a relatively high degree of grammatical 1, 2, 3, 5, 6
misunderstanding.
explicit markers.
circumlocution.

arguments.
number of sources.


is worthwhile.
Reading for Can understand specialised articles outside his/her 3, 5
terminology.
(B1) information.
circumlocution.
arguments.

relevant examples.

standard dialect.
arguments.
relevant examples.

of various options.
Correspondence Can write letters conveying degrees of emotion 7

and highlighting the personal significance of events
and experiences and commenting on the
correspondent's news and views.
number of sources.
Reports and essays Can synthesise information and arguments from a 7
number of sources.

misunderstanding.
arguments.

is worthwhile.
number of sources.
number of sources.

standard dialect.
Overall spoken Can use the language fluently, accurately and page 72
arguments.

Overall spoken Can give clear, detailed descriptions and page 72
relevant examples.
Spoken fluency Can produce stretches of language with a fairly page 72
precision.

Unit 5 Why We Explore
arguments.
relevant examples.

specialisation.
explicit markers.
circumlocution.
arguments.

relevant examples.

specialisation.
explicit markers.
arguments.

Taking the floor Can use stock phrases (e.g. "That's a difficult 3, 4
(turntaking) question to answer") to gain time and keep the
turn whilst formulating what to say.

misunderstanding.
explicit markers.
circumlocution.
Overall written Can write clear, detailed texts on a variety of 3, 5

number of sources.
Creative writing (B1) Can narrate a story. 5

is worthwhile.
terminology.

(B1) information.

circumlocution.
arguments.
relevant examples.

standard dialect.
arguments.
relevant examples.

of various options.

(B1) occasionally have to ask for repetition if the other

Grammatical accuracy Shows a relatively high degree of grammatical 1
misunderstanding.
arguments.

is worthwhile.
number of sources.

number of sources.

standard dialect.
arguments.
relevant examples.

precision.
Planning (B1) Can work out how to communicate the main page 91
express

Unit 6 Giants
arguments.
relevant examples.

specialisation.
explicit markers.
circumlocution.
arguments.

relevant examples.

specialisation.
explicit markers.
arguments.

Goal-oriented Can outline an issue or a problem clearly, 3, 4
cooperation speculating about causes or consequences, and
weighing advantages and disadvantages of
different approaches.

misunderstanding.
Overall listening Can follow extended speech and complex lines of 3
explicit markers.
circumlocution.
Overall written Can write clear, detailed texts on a variety of 4, 5

number of sources.

is worthwhile.
terminology.

(B1) information.

circumlocution.
arguments.
relevant examples.

number of sources.

standard dialect.
arguments.
relevant examples.

misunderstanding.

is worthwhile.
number of sources.

standard dialect.
arguments.

relevant examples.
Planning (B1) Can work out how to communicate the main page 107
express

Unit 7 Giants
arguments.
relevant examples.

specialisation.
explicit markers.
circumlocution.
arguments.

relevant examples.

specialisation.
explicit markers.
arguments.

Asking for clarification Can ask someone to clarify or elaborate what he or 3, 4
(B1) she has just said.

Grammatical accuracy Shows a relatively high degree of grammatical 1, 2, 3, 5, 6
misunderstanding.
explicit markers.
circumlocution.
Overall written Can write clear, detailed texts on a variety of 2, 3, 5

number of sources.

arguments.

is worthwhile.
terminology.
(B1) information.
Processing text Can summarise extracts from news items, 5
circumlocution.

arguments.
relevant examples.

standard dialect.
arguments.
relevant examples.
Addressing audiences an give a clear, prepared presentation, giving 6


misunderstanding.
explicit markers.

is worthwhile.
number of sources.
Reports and essays Can write an essay or report which develops an 3
argument, giving reasons in support of or against a
particular point of view and explaining the
advantages and disadvantages of various options.

standard dialect.

arguments.
relevant examples.

Unit 8 Art Connections
arguments.
relevant examples.

specialisation.
explicit markers.
circumlocution.
arguments.

relevant examples.

specialisation.
explicit markers.
arguments.

misunderstanding.
Overall listening Can follow extended speech and complex lines of 2
explicit markers.
circumlocution.

relevant examples.

is worthwhile.
terminology.
(B1) information.

circumlocution.
arguments.
relevant examples.

standard dialect.
arguments.
relevant examples.
Addressing audiences an give a clear, prepared presentation, giving 7


misunderstanding.

is worthwhile.
number of sources.

standard dialect.

arguments.
Informal discussion Can take an active part in informal discussion in page 140, page 141
relevant examples.

Impact Cefr Correlations

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Impact Cefr Correlations

Uploaded by

Copyright:

Available Formats

Introduction

What is the Common European Framework of Reference?

Proficient C2 Mastery Students can use the language

1 Impact Foundation © National Geographic Learning

2 Impact Foundation © National Geographic Learning

Listening to announcements and instructions U0 Classroom Language (page 12-13) ex1

3 Impact Foundation © National Geographic Learning

Reading for orientation: U1 Reading (page 34-35) ex 1, 2, 3, 5; U2 Reading

4 Impact Foundation © National Geographic Learning

5 Impact Foundation © National Geographic Learning

Conversation: U0 (pages 10–11) ex7; U0 (pages 12–13) ex4; U3

Goal-oriented co-operation: U7 Speaking (page 133) ex 3; U8 Speaking (page 149)

6 Impact Foundation © National Geographic Learning

Overall written interaction: U7 Video (page 138-139) ex 8

Notes, messages and forms: U0 (pages 10–11) ex7

7 Impact Foundation © National Geographic Learning

Interviewing and being interviewed: U7 Mission (page 142-143) page 143

8 Impact Foundation © National Geographic Learning

Overall written production: U5 Writing (page 107) ex 1; U7 Writing (page 141) ex

Creative writing: U2 Grammar (page 54) ex 3;

9 Impact Foundation © National Geographic Learning

General linguistic range: U1 Speaking (page 31) ex 2, 3; U1 Grammar (page 32-

10 Impact Foundation © National Geographic Learning

11 Impact Foundation © National Geographic Learning

12 Impact Foundation © National Geographic Learning

Unit 0 (page 10–11)

Overall spoken Can ask and answer questions about themselves 7

Sociolinguistic Can copy familiar words and short phrases e.g. 7

13 Impact Foundation © National Geographic Learning

Unit 0 Classroom Language (page 12–13)

14 Impact Foundation © National Geographic Learning

Unit 0 Seasons (page 14)

Unit 0 Numbers (page 15)

15 Impact Foundation © National Geographic Learning

Unit 0 Colours (page 16)

Unit 0 Telling the Time (page 17)

16 Impact Foundation © National Geographic Learning

Unit 0 (page 18)

Unit 0 (page 19)

Unit 0 (page 20)

17 Impact Foundation © National Geographic Learning

Unit 0 (page 22)

Unit 0 (page 23)

Unit 0 (page 24)

18 Impact Foundation © National Geographic Learning

Unit 0 (page 25)

19 Impact Foundation © National Geographic Learning

Unit 1 Vocabulary (page 28–30)

20 Impact Foundation © National Geographic Learning

Unit 1 Speaking (page 31)

Unit 1 Grammar (page 32–33)

21 Impact Foundation © National Geographic Learning

Phonological control Pronunciation of a very limited repertoire of learnt 3

Unit 1 Reading (page 34–35)

22 Impact Foundation © National Geographic Learning

Unit 1 Video (page 36–37)

Unit 1 Grammar (page 38)

23 Impact Foundation © National Geographic Learning

Unit 1 Writing (page 39)

Unit 1 Mission (page 40–41)

24 Impact Foundation © National Geographic Learning

Unit 2 Vocabulary (page 44–46)

25 Impact Foundation © National Geographic Learning

Unit 2 Speaking (page 47)