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 2 © 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 2 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 2 is mapped against descriptors at the B1 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.

2 Impact 2 © National Geographic Learning

Impact Foundation CEF Overview
Framework level: B1
Communicative activities:
Reception (spoken)
Descriptor
Overall listening comprehension:
Can understand straightforward factual
information about common everyday or job
related topics, identifying both general
messages and specific details, provided speech
is clearly articulated in a generally familiar
accent.
Can understand the main points of clear
standard speech on familiar matters regularly
encountered in work, school, leisure etc.,
including short narratives.
Reception (audio/visual)
Descriptor
Watching TV and film:
Can understand a large part of many TV
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.
Reception (written)
Overall reading comprehension:
Can read straightforward factual texts on
subjects related to his/her field and interest
with a satisfactory level of comprehension.
3 Impact 2
Student’s Book activities
U1 Vocabulary (page 10-12) ex1; U1 Speaking
(page 13) ex1; U1 Grammar (page 20) ex1; U2
Vocabulary (page 26-28) ex1; U2 Speaking (page
29) ex1; U3 Vocabulary (page 44-46) ex1; U3
Speaking (page 47) ex1; U4 Vocabulary (page 60-
62) ex1; U4 Speaking (page 63) ex1; U5
Vocabulary (page 78-79) ex1; U5 Speaking (page
81) ex1; U5 Grammar (page 82-83) ex1, 3; U6
Vocabulary (page 94-96) ex1; U6 Speaking (page
97) ex1; U7 Vocabulary (page 112-114) ex1; U7
Speaking (page 115) ex1; U8 Vocabulary (page
128-130) ex 1; U8 Speaking (page 131) ex 1
Student’s Book activities
U1 Video (page 18-19) ex3; U1 Mission, page 22;
U2 Video (page 34-35) ex3; U2 Mission, page 38;
U3 Video (page 52-53) ex3; U3 Mission, page 56;
U4 Video (page 68-69) ex3; U4 Mission, page 72;
U5 Video (page 86-87) ex3; U5 Mission, page 90;
U6 Video (page 102-103) ex3; U6 Mission, page
106; U7 Video (page 120-121) ex3; U7 Mission,
page 124; U8 Video (page 136-137) ex 3; U8
Mission, page 140
U1 Vocabulary (page 10-12) ex1, 4; U1 Speaking
(page 13) ex2; U1 Grammar (page 14-15) ex1; U1
Reading (page 16-17) ex3, 5; U1 Writing (page
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
Grammar (page 48-49) ex1; U3 Reading (page 50-
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Reading for orientation:
Can scan longer texts in order to locate
desired information, and gather information
from different parts of a text, or from different
texts in order to fulfil a specific task.
Reading for information and argument:
Can recognise significant points in
straightforward newspaper articles on familiar
subjects.
Interaction (spoken)
Overall spoken interaction:
4 Impact 2
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
U1 Reading (page 16-17) ex2, 5; U1 Writing (page
21) ex1, 2; U2 Reading (page 32-33) ex2, 5; U2
Writing (page 37) ex1; U3 Reading (page 50-51)
ex2; U3 Writing (page 55) ex1; U4 Reading (page
66-67) ex2, 5; U4 Writing (page 71) ex1; U5
Reading (page 84-85) ex2, 5; U5 Reading (page
89) ex1; U6 Reading (page 100-101) ex1, 2; U6
Grammar (page 104) ex1, 2; U7 Reading (page
118-119) ex2, 5; U7 Writing (page 123) ex1; U8
Reading (page 134-135) ex 2
U1 Vocabulary (page 10-12) ex1; U1 Reading
(page 16-17) ex3, 5; U2 Vocabulary (page 26-28)
ex1; U2 Reading (page 32-33) ex3, 5; U2 Writing
(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
70) ex1; U5 Vocabulary (page 78-79) ex1; U5
Reading (page 84-85) ex3, 5; U5 Writing (page
89) ex1; U6 Vocabulary (page 94-96) ex1; U6
Reading (page 100-101) ex3; U6 Writing (page
105) ex2; U7 Vocabulary (page 112-114) ex1; U7
Reading (page 118-119) ex3, 5; U7 Writing (page
123) ex2; U8 Vocabulary (page 128-130) ex 1; U8
Reading (page 134-135) ex 3; U8 Writing (page
139) ex 1
U1 (page 9) To start; U1 Vocabulary (page 10-12)
© National Geographic Learning
Can communicate with some confidence on
familiar routine and non-routine matters
related to his/her interests and professional
field. Can exchange, check and confirm
information, deal with less routine situations
and explain why something is a problem. Can
express thoughts on more abstract, cultural
topics such as films, books, music etc.
Can 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 (with friends):
Can express his/her thoughts about abstract
or cultural topics such as music, films.
Can give or seek personal views and opinions
in discussing topics of interest.
5 Impact 2
ex3, 6; U1 Grammar (page 14-15) ex5, 6; U1
Reading (page 16-17) ex6; U1 Video (page 18-19)
ex1, 5; U1 Mission, 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 Mission, page 38;
U3 (page 43) To start; U3 Vocabulary (page 44-
46) ex1, 3, 6; U3 Speaking (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 57; U4 (page 59) To
start; U4 Vocabulary (page 60-62) ex1, 3, 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, 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
Speaking (page 97) ex3, 4; U6 Grammar (page 98-
99) ex2, 3, 5; U6 Reading (page 100-101) ex6; U6
Video (page 102-103) ex 1, 5, 6; 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 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
U1 (page 9) To start; U1 Vocabulary (page 10-12)
ex1, 3, 6; U1 Grammar (page 14-15) ex5, 6; U1
Reading (page 16-17) ex6; U1 Video (page 18-19)
ex1; U1 Grammar (page 20) ex2; U1 Mission,
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
Vocabulary (page 44-46) ex1, 3, 6; U3 Speaking
(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
© National Geographic Learning

Goal-oriented co-operation:
Can explain why something is a problem,
discuss what to do next, compare and contrast
alternatives.
Information exchange:
Can find out and pass on straightforward
factual information.
Interaction (written)
Correspondence:
Can write personal letters giving news and
expressing thoughts about abstract or cultural
topics such as music, films.
Production (spoken)
Overall spoken production:
Can reasonably fluently sustain a
straightforward description of one of a variety
of subjects within his/her field of interest,
6 Impact 2
57; U4 (page 59) To start; U4 Vocabulary (page
60-62) ex1, 3, 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, 5, 6; U4
Mission, page 72; U5 (page 76) To start; U5
Vocabulary (page 78-79) ex1, 3, 6; U5 Speaking
(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
start; U7 Vocabulary (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; U7 Mission, page
124; U8 (page 127) To start; U8 Vocabulary (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
U1 Vocabulary (page 10-12) ex6; U2 Vocabulary
(26-28) ex6; U3 Vocabulary (44-46) ex6; U3
Grammar (page 48-49) ex3, 6; Unit 4 Speaking
(page 63) ex3, 4
U1 Reading (page 16-17) ex1; U1 Video (page 18-
19) ex2, 6; Unit 1 Grammar (page 20) ex2; U2
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
U6 Vocabulary (page 94-96) ex6
U1 (page 9) To start; U1 Vocabulary (page 10-12)
ex3, 6; U1 Grammar (page 14-15) ex5, 6; U1
Reading (page 16-17) ex6; U1 Video (page 18-19)
ex6; U1 Grammar (page 20) ex3; U1 Mission,
© National Geographic Learning
presenting it as a linear sequence of points.
Sustained monologue (describing experience):
Can narrate a story.
Addressing audiences:
Can give a prepared straightforward
presentation 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.
Interviewing and being interviewed:
Can carry out a prepared interview, checking
and confirming information, though he/she
7 Impact 2
page 22, page 23; U2 (page 25) To start; U2
Vocabulary (page 26-28) ex1, 3, 6; 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, 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
Grammar (page 82-83) ex3, 6; U5 Reading (page
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
106; U7 (page 110) To start; U7 Vocabulary (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
U1 Vocabulary (page 10-12) ex6; U4 Grammar
(page 70) ex2; U7 Vocabulary (page 112-114)
ex6; U8 Speaking (page 131) ex3, 4; U8 Grammar
(page 132-133) ex6
U1 Video (page 18-19) ex6; U1 Mission, page 23;
U2 Grammar (page 30-31) ex5; U2 Mission, page
39; U3 Mission, page 57; U4 Video (page 68-69)
ex7; U4 Mission, page 73; U5 Mission, page 91;
U6 Grammar (page 98-99) ex6; U6 Video (page
102-103) ex7; U7 Mission, page 125; U8
Vocabulary (page 128-130) ex 6; U8 Mission,
page 141
U5 Grammar (page 82-83) ex6; U8 Video (page
136-137) ex7
© National Geographic Learning
may occasionally have to ask for repetition if
the other person's response is rapid or
extended.
Public announcements:
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
Production (written)
Overall written production:
Can write straightforward connected texts on
a range of familiar subjects within his field of
interest, by linking a series of shorter discrete
elements into a linear sequence.
Overall written production (A2):
Can write a series of simple phrases and
sentences linked with simple connectors like
“and", “but” and “because”.
Creative writing:
Can write straightforward, detailed
descriptions on a range of familiar subjects
within his field of interest.
Can write accounts of experiences, describing
feelings and reactions in simple connected
text.
Reports and essays:
Can summarise, report and give his/her
opinion about accumulated factual
information on familiar routine and non-
routine matters within his field with some
confidence.
8 Impact 2
U2 Video (page 34–35) ex6
U1 Writing (page 21) ex3; U1 Mission, page 23;
U2 Writing (page 37) ex3; U3 Video (page 52-53)
ex6; U3 Writing (page 55) ex3; U3 Mission, page
57; U4 Vocabulary (page 60-62) ex6; U4
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
Video (page 86-87) ex7; U5 Mission, page 91; U6
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
U2 Vocabulary (page 26-28) ex6; U3 Vocabulary
(page 44-46) ex 6; U3 Grammar (page 48-49) ex2,
5; U6 Vocabulary (page 94-96) ex6
U1 Writing (page 21) ex3; U1 Mission, page 23;
U3 Video (page 52-53) ex6; U3 Mission, page 57;
U4 Vocabulary (page 60-62) ex6; U4 Video (page
68-69) ex7; U4 Writing (page 71) ex3; U5 Video
(page 86-87) ex7; U5 Mission, page 91; U6
Mission, page 107; U7 Video (page 120-121) ex7;
U7 Mission, page 125; U8 Video (page 136-137)
ex 7; Unit 8 Writing (page 139) ex3; Unit 8
Mission, page 141
U2 Writing (page 37) ex3; U3 Writing (page 55)
ex3; U5 Writing (page 89) ex3
© National Geographic Learning
Communication strategies
Asking for clarification:
Can ask someone to clarify or elaborate what
he or she has just said.
Processing text:
Can collate short pieces of information from
several sources and summarise them for
somebody else.
Processing text (A2):
Can pick out and reproduce key words and
phrases or short sentences from a short text
within the learner’s limited competence and
experience.
Communicative language competence
Linguistic – range
Vocabulary range:
Has a sufficient vocabulary to express
him/herself with some circumlocutions on
most topics pertinent to his everyday life such
as family, hobbies and interests, work, travel,
and current events
Control
Grammatical accuracy:
Communicates with reasonable accuracy in
familiar 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.
9 Impact 2
U3 Speaking (page 47) ex3; U6 Speaking (page
97) ex3, 4
U2 Reading (page 32-33) ex3; U5 Reading (page
84-85)
U1 Speaking (page 13) ex1, 2; U2 Speaking (page
29) ex1, 2; U3 Speaking (page 47) ex1, 2; U4
Speaking (page 63) ex1, 2; U5 Speaking (page 81)
ex1, 2; U6 Speaking (page 97) ex1, 2; U2 Speaking
(page 29) ex1, 2; U7 Speaking (page 115) ex1, 2;
U8 Speaking (page 131) ex1, 2
U1 Vocabulary (page 10-12) ex2, 4, 5; U1
Grammar (page 14-15) ex4; U1 Reading (page 16-
17) ex2; U2 Vocabulary (page 26-28) ex2, 5; U2
Grammar (page 30-31) ex4; U2 Reading (page 32-
33) ex2; U3 Vocabulary (page 44-46) ex2, 5; U3
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
66-67) ex2; U5 Vocabulary (page 78-79) ex2, 5;
U5 Grammar (page 82-83) ex4; U5 Reading (page
84-85) ex2; U6 Vocabulary (page 94-96) ex2, 5;
U6 Grammar (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
U1 Grammar (page 14-15) ex1, 2; U1 Grammar
(page 20) ex1, 3; U2 Grammar (page 30-31) ex1,
2, 5; U2 Grammar (page 36) ex1, 2, 3; U3
Grammar (page 48-49) ex1, 2, 3, 5; U3 Grammar
(page 54) ex1, 2; U4 Grammar (page 64-65) ex1,
2, 3, 5, 6; U4 Grammar (page 70) ex1, 2; U5
Grammar (page 82-83) ex1, 2; U5 Grammar (page
88) ex1, 2; U6 Grammar (page 98-99) ex1, 2, 3;
U6 Grammar (page 104) ex1, 2, 3; U7 Grammar
(page 116-117) ex1; U7 Grammar (page 122) ex1,
© National Geographic Learning

Phonological control:
Pronunciation is clearly intelligible even if a
foreign accent is sometimes evident and
occasional mispronunciations occur.
Pragmatic
Coherence:
Can link a series of shorter, discrete simple
elements into a connected, linear sequence of
points.
Coherence (A2):
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:
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 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
10
2, 3; U8 Grammar (page 132-133) ex 1, 2, 3, 5; U8
Grammar (page 138) ex 1, 2, 3
U1 Vocabulary (page 10-12) ex2, 5; U1 Grammar
(page 14-15) ex4; U1 Reading (page 16-17) ex2;
U2 Vocabulary (page 26-28) ex2, 5; U2 Grammar
(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;
U4 Vocabulary (page 60-62) ex2, 5; U4 Grammar
(page 64-65) ex4; U4 Reading (page 66-67) ex2;
U5 Vocabulary (page 78-79) ex2, 5; U5 Grammar
(page 82-83) ex4; U5 Reading (page 84-85) ex6;
U6 Vocabulary (page 94-96) ex2, 5; U6 Grammar
(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
U7 Writing (page 123) ex3
U6 Writing (page 105) ex3
U1 (page 9) To start; U1 Vocabulary (page 10-12)
ex3, 6; U1 Grammar (page 14-15) ex5, 6; U1
Reading (page 16-17) ex6; U1 Video (page 18-19)
ex 6; U1 Mission, page 22, page 23; U2 (page 25)
To start; U2 Vocabulary (page 26-28) ex1, 3; U2
Grammar (page 30-31) ex2, 4, 5; U2 Reading
(page 32-33) ex6; U2 Video (page 34-35) ex1, 5;
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) ex5, 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; 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, page 73; U5 (page 76) To start; U5
Impact 2 © National Geographic Learning
 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, page 91; U6 (page 93) To start; U6
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 106; U7 (page 110) To start; U7 Vocabulary
(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,
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)
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.

11 Impact 2 © National Geographic Learning

Impact 2 CEF mapping
Framework level: B1
Unit 1 Colour Matters
Unit 1 To Start (page 9)
COMPONENT DESCRIPTOR EXERCISE
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

12 Impact 2 © National Geographic Learning

Unit 1 Vocabulary (page 10–12)
COMPONENT DESCRIPTOR EXERCISE
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
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 3, 6
(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 3, 6
production description of one of a variety of subjects within
his/her field of interest, presenting it as a linear
sequence of points.

13 Impact 2 © National Geographic Learning

Spoken fluency Can express him/herself with relative ease. Despite 3, 6
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
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.

Unit 1 Speaking (page 13)

COMPONENT DESCRIPTOR EXERCISE
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.

Processing text (A2) Can pick out and reproduce key words and phrases 1, 2
or short sentences from a short text within the
learner’s limited competence and experience.
Overall reading Can read straightforward factual texts on subjects 2
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Propositional Can explain the main points in an idea or problem 3, 4
precision with reasonable precision.

Unit 1 Grammar (page 14-15)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2
contexts; generally good control though with

14 Impact 2 © National Geographic Learning

 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
accent is sometimes evident and occasional
mispronunciations occur.
Vocabulary range Has a sufficient vocabulary to express him/herself 4
with some circumlocutions on most topics
pertinent to his everyday life such as family,
hobbies and interests, work, travel, and current
events.
Overall spoken Can communicate with some confidence on 5, 6
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 5, 6
(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 5, 6
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 5, 6
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

Unit 1 Reading (page 16–17)

COMPONENT DESCRIPTOR EXERCISE
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

15 Impact 2 © National Geographic Learning

 fulfil a specific task.

Overall reading Can read straightforward factual texts on subjects 3, 5

comprehension related to his/her field and interest with a
satisfactory level of comprehension.
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.
Vocabulary range Has a sufficient vocabulary to express him/herself 2
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
accent is sometimes evident and occasional
mispronunciations occur.
Overall spoken Can communicate with some confidence on 6
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 6
(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 6
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 6
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

16 Impact 2 © National Geographic Learning

 of free production

17 Impact 2 © National Geographic Learning

Unit 1 Video (page 18–19)
COMPONENT DESCRIPTOR EXERCISE
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.
Overall spoken Can communicate with some confidence on 1, 5
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 1
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.
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.

Overall spoken Can reasonably fluently sustain a straightforward 6

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 6
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

18 Impact 2 © National Geographic Learning

 repair is very evident, especially in longer stretches
of free production

Unit 1 Grammar (page 20)

COMPONENT DESCRIPTOR EXERCISE
Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 3
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.
Overall spoken Can give a simple description or presentation of 3
production people, living or working conditions, daily routines.
likes/dislikes etc. as a short series of simple
phrases and sentences linked into a list.
Information exchange Can find out and pass on straightforward factual 2
information.

Informal discussion Can express his/her thoughts about abstract or 2

(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.

Unit 1 Writing (page 21)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Reading for Can scan longer texts in order to locate desired 1, 2
orientation information, and gather information from different
parts of a text, or from different texts in order to
fulfil a specific task.
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.

Unit 1 Mission (page 22–23)

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

19 Impact 2 © National Geographic Learning

 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.
Overall spoken Can communicate with some confidence on page 22, page 23
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 page 22, page 23
(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 page 22, page 23
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 page 22, page 23
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 written Can write straightforward connected texts on a page 23
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 page 23
a range of familiar subjects within his field of
interest.
Can write accounts of experiences, describing
feelings and reactions in simple connected text.
Addressing audiences Can give a prepared straightforward presentation page 23

20 Impact 2 © National Geographic Learning

 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.

21 Impact 2 © National Geographic Learning

Unit 2 Feeling Good?
Unit 2 To Start (page 25)
COMPONENT DESCRIPTOR EXERCISE
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

22 Impact 2 © National Geographic Learning

Unit 2 Vocabulary (page 26–28)
COMPONENT DESCRIPTOR EXERCISE
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 2,5
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 1, 3, 6
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 1, 3, 6
(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 1, 3, 6
production description of one of a variety of subjects within
his/her field of interest, presenting it as a linear
sequence of points.

23 Impact 2 © National Geographic Learning

Spoken fluency Can express him/herself with relative ease. Despite 1, 3
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 written Can write a series of simple phrases and sentences 6
production (A2) linked with simple connectors like “and", “but” and
“because”.
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.

Unit 2 Speaking (page 29)

COMPONENT DESCRIPTOR EXERCISE
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.

Processing text (A2) Can pick out and reproduce key words and phrases 1, 2
or short sentences from a short text within the
learner’s limited competence and experience.
Overall reading Can read straightforward factual texts on subjects 2
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Overall spoken Can communicate with some confidence on 4
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).

24 Impact 2 © National Geographic Learning

Informal discussion Can express his/her thoughts about abstract or 4
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.
Information exchange Can find out and pass on straightforward factual 4
information.

Unit 2 Grammar (page 30-31)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 5
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
accent is sometimes evident and occasional
mispronunciations occur.
Vocabulary range Has a sufficient vocabulary to express him/herself 4
with some circumlocutions on most topics
pertinent to his everyday life such as family,
hobbies and interests, work, travel, and current
events.
Overall spoken Can communicate with some confidence on 2, 4, 5
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 2, 4, 5
(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 2, 4, 5
production description of one of a variety of subjects within
his/her field of interest, presenting it as a linear

25 Impact 2 © National Geographic Learning

 sequence of points.

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

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
Addressing audiences Can give a prepared straightforward presentation 5
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.

Unit 2 Reading (page 32–33)

COMPONENT DESCRIPTOR EXERCISE
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.
Overall reading Can read straightforward factual texts on subjects 3, 5
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
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.
Processing text Can collate short pieces of information from 3
several sources and summarise them for
somebody else.
Vocabulary range Has a sufficient vocabulary to express him/herself 2
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
accent is sometimes evident and occasional
mispronunciations occur.
Overall spoken Can communicate with some confidence on 6
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.

26 Impact 2 © National Geographic Learning

 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 6
(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 6
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 6
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

27 Impact 2 © National Geographic Learning

Unit 2 Video (page 34–35)
COMPONENT DESCRIPTOR EXERCISE
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.
Overall spoken Can communicate with some confidence on 1, 5
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 1, 5
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.
Information exchange Can find out and pass on straightforward factual 2, 5
information.
Overall spoken Can reasonably fluently sustain a straightforward 1, 5
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 1, 5
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
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.

28 Impact 2 © National Geographic Learning

Unit 2 Grammar (page 36)
COMPONENT DESCRIPTOR EXERCISE
Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 3
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.
Overall spoken Can give a simple description or presentation of 3
production people, living or working conditions, daily routines.
likes/dislikes etc. as a short series of simple
phrases and sentences linked into a list.
Informal discussion Can express his/her thoughts about abstract or 3
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.

Unit 2 Writing (page 37)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1, 2
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Reading for Can identify the main conclusions in clearly 2
information & signalled argumentative texts.
argument
Can recognise the line of argument in the
treatment of the issue presented, though not
necessarily in detail.
Reading for Can scan longer texts in order to locate desired 1
orientation information, and gather information from different
parts of a text, or from different texts in order to
fulfil a specific task.
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.
Reports & essays Can write short, simple essays on topics of interest. 3

Unit 2 Mission (page 38–39)

COMPONENT DESCRIPTOR EXERCISE
Watching TV and film Can understand a large part of many TV page 38
programmes on topics of personal interest such as
interviews, short lectures, and news reports when
the delivery is relatively slow and clear.

29 Impact 2 © National Geographic Learning

 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.
Overall spoken Can communicate with some confidence on page 38
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 page 38
(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 page 38, page 39
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 page 38, page 39
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
Addressing audiences Can give a prepared straightforward presentation page 39
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.

30 Impact 2 © National Geographic Learning

Unit 3 Your Virtual Self
Unit 3 To Start (page 43)
COMPONENT DESCRIPTOR EXERCISE
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

31 Impact 2 © National Geographic Learning

Unit 3 Vocabulary (page 44–46)
COMPONENT DESCRIPTOR EXERCISE
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, 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 1, 3, 6
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 1, 3, 6
(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 1, 3, 6
production description of one of a variety of subjects within
his/her field of interest, presenting it as a linear
sequence of points.

32 Impact 2 © National Geographic Learning

Spoken fluency Can express him/herself with relative ease. Despite 1, 3, 6
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 written Can write a series of simple phrases and sentences 6
production (A2) linked with simple connectors like “and", “but” and
“because”.
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.

Unit 3 Speaking (page 47)

COMPONENT DESCRIPTOR EXERCISE
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.

Processing text (A2) Can pick out and reproduce key words and phrases 1, 2
or short sentences from a short text within the
learner’s limited competence and experience.
Overall reading Can read straightforward factual texts on subjects 2
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Overall spoken Can communicate with some confidence on 3, 4
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).

33 Impact 2 © National Geographic Learning

Informal discussion Can express his/her thoughts about abstract or 3, 4
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.
Propositional Can explain the main points in an idea or problem 3
precision with reasonable precision.
Asking for clarification Can ask someone to clarify or elaborate what he or 3
she has just said.

Unit 3 Grammar (page 48-49)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 3, 5
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
accent is sometimes evident and occasional
mispronunciations occur.
Vocabulary range Has a sufficient vocabulary to express him/herself 4
with some circumlocutions on most topics
pertinent to his everyday life such as family,
hobbies and interests, work, travel, and current
events.
Overall spoken Can communicate with some confidence on 3, 6
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 3, 6
(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 3, 6

34 Impact 2 © National Geographic Learning

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 3, 6
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 written Can write a series of simple phrases and sentences 2, 5
production (A2) linked with simple connectors like “and", “but” and
“because”.
Goal-oriented Can make his/her opinions and reactions 3, 6
cooperation understood as regards possible solutions or the
question of what to do next, giving brief reasons
and explanations.

Unit 3 Reading (page 50–51)

COMPONENT DESCRIPTOR EXERCISE
Reading for Can scan longer texts in order to locate desired 2
orientation information, and gather information from different
parts of a text, or from different texts in order to
fulfil a specific task.
Overall reading Can read straightforward factual texts on subjects 3
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Reading for Can identify the main conclusions in clearly 3
information & signalled argumentative texts.
argument
Can recognise the line of argument in the
treatment of the issue presented, though not
necessarily in detail.
Vocabulary range Has a sufficient vocabulary to express him/herself 2
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
accent is sometimes evident and occasional
mispronunciations occur.
Overall spoken Can communicate with some confidence on 1, 5, 6
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,

35 Impact 2 © National Geographic Learning

 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 1, 5, 6
(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 1, 5, 6
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 5, 6
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

36 Impact 2 © National Geographic Learning

Unit 3 Video (page 52–53)
COMPONENT DESCRIPTOR EXERCISE
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.
Overall spoken Can communicate with some confidence on 1, 5, 6
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 1, 5, 6
(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 1, 5, 6
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 1, 5, 6
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 written Can write straightforward connected texts on a 6
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 6
a range of familiar subjects within his field of

37 Impact 2 © National Geographic Learning

 interest.

Unit 3 Grammar (page 54)

COMPONENT DESCRIPTOR EXERCISE
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.

Unit 3 Writing (page 55)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Reading for Can identify the main conclusions in clearly 1
information & signalled argumentative texts.
argument
Can recognise the line of argument in the
treatment of the issue presented, though not
necessarily in detail.
Reading for Can scan longer texts in order to locate desired 1
orientation information, and gather information from different
parts of a text, or from different texts in order to
fulfil a specific task.
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.
Reports & essays Can write short, simple essays on topics of interest. 3

Unit 3 Mission (page 56–57)

COMPONENT DESCRIPTOR EXERCISE
Watching TV and film Can understand a large part of many TV page 56
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.
Overall spoken Can communicate with some confidence on page 56, page 57

38 Impact 2 © National Geographic Learning

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 page 56, page 57
(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 page 56, page 57
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 page 56, page 57
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
Addressing audiences Can give a prepared straightforward presentation page 57
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.

Overall written Can write straightforward connected texts on a page 57

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 page 57
a range of familiar subjects within his field of
interest.

39 Impact 2 © National Geographic Learning

Unit 4 Underwater Mysteries
Unit 4 To Start (page 59)
COMPONENT DESCRIPTOR EXERCISE
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

40 Impact 2 © National Geographic Learning

Unit 4 Vocabulary (page 60–62)
COMPONENT DESCRIPTOR EXERCISE
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, 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 1, 3, 6
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 1, 3, 6
(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 1, 3, 6
production description of one of a variety of subjects within
his/her field of interest, presenting it as a linear
sequence of points.

41 Impact 2 © National Geographic Learning

Spoken fluency Can express him/herself with relative ease. Despite 1, 3
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 written Can write straightforward connected texts on a 6
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 accounts of experiences, describing 6
feelings and reactions in simple connected text.

Unit 4 Speaking (page 63)

COMPONENT DESCRIPTOR EXERCISE
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.

Processing text (A2) Can pick out and reproduce key words and phrases 1, 2
or short sentences from a short text within the
learner’s limited competence and experience.
Overall reading Can read straightforward factual texts on subjects 2
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Overall spoken Can communicate with some confidence on 3, 4
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 3, 4

42 Impact 2 © National Geographic Learning

(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.
Goal-oriented Can make his/her opinions and reactions 3, 4
cooperation understood as regards possible solutions or the
question of what to do next, giving brief reasons
and explanations.

Unit 4 Grammar (page 64-65)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1, 5
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 3, 5, 6
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
accent is sometimes evident and occasional
mispronunciations occur.
Vocabulary range Has a sufficient vocabulary to express him/herself 4
with some circumlocutions on most topics
pertinent to his everyday life such as family,
hobbies and interests, work, travel, and current
events.
Overall spoken Can communicate with some confidence on 3, 6
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 3, 6
(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 3, 6

43 Impact 2 © National Geographic Learning

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 3, 6
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

Unit 4 Reading (page 66–67)

COMPONENT DESCRIPTOR EXERCISE
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.
Overall reading Can read straightforward factual texts on subjects 3, 5
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
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.
Vocabulary range Has a sufficient vocabulary to express him/herself 2
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
accent is sometimes evident and occasional
mispronunciations occur.
Overall spoken Can communicate with some confidence on 6
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 6

44 Impact 2 © National Geographic Learning

(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 6
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 6
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

45 Impact 2 © National Geographic Learning

Unit 4 Video (page 68–69)
COMPONENT DESCRIPTOR EXERCISE
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.
Overall spoken Can communicate with some confidence on 1, 5, 6
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 1, 5, 6
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.
Information exchange Can find out and pass on straightforward factual 2
information.
Overall spoken Can reasonably fluently sustain a straightforward 1, 5, 6
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 1, 5, 6
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 written Can write straightforward connected texts on a 7
production range of familiar subjects within his field of
interest, by linking a series of shorter discrete
elements into a linear sequence.

46 Impact 2 © National Geographic Learning

Creative writing Can write accounts of experiences, describing 7
feelings and reactions in simple connected text.
Can write a description of an event, a recent trip -
real or imagined.

Addressing audiences Can give a prepared straightforward presentation 7

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.

Unit 4 Grammar (page 70)

COMPONENT DESCRIPTOR EXERCISE
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.
Overall spoken Can give a simple description or presentation of 2
production people, living or working conditions, daily routines.
likes/dislikes etc. as a short series of simple
phrases and sentences linked into a list.
Overall written Can write straightforward connected texts on a 1
production range of familiar subjects within his field of
interest, by linking a series of shorter discrete
elements into a linear sequence.
Sustained monologue Can narrate a story. 2

Unit 4 Writing (page 71)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Reading for Can identify the main conclusions in clearly 1
information & signalled argumentative texts.
argument
Can recognise the line of argument in the
treatment of the issue presented, though not
necessarily in detail.
Reading for Can scan longer texts in order to locate desired 1
orientation information, and gather information from different
parts of a text, or from different texts in order to
fulfil a specific task.

47 Impact 2 © National Geographic Learning

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.

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

to link simple sentences in order to tell a story or
describe something as a simple list of points.

Unit 4 Mission (page 72–73)

COMPONENT DESCRIPTOR EXERCISE
Watching TV and film Can understand a large part of many TV page 72
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.
Overall spoken Can communicate with some confidence on page 72
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 page 72
(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 page 72, page 73
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 page 72, page 73
some problems with formulation resulting in
pauses and "cul-de-sacs", he/she is able to keep

48 Impact 2 © National Geographic Learning

 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
Addressing audiences Can give a prepared straightforward presentation page 73
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.
Can take follow up questions, but may have to ask
for repetition if the speech was rapid.

Overall written Can write straightforward connected texts on a page 73

production range of familiar subjects within his field of
interest, by linking a series of shorter discrete
elements into a linear sequence.

49 Impact 2 © National Geographic Learning

Unit 5 Life in the Extreme
Unit 5 To Start (page 76)
COMPONENT DESCRIPTOR EXERCISE
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

50 Impact 2 © National Geographic Learning

Unit 5 Vocabulary (page 78–79)
COMPONENT DESCRIPTOR EXERCISE
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, 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 1, 3, 6
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 1, 3, 6
(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 1, 3, 6
production description of one of a variety of subjects within
his/her field of interest, presenting it as a linear
sequence of points.

51 Impact 2 © National Geographic Learning

Spoken fluency Can express him/herself with relative ease. Despite 1, 3, 6
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 written Can write straightforward connected texts on a 6
production range of familiar subjects within his field of
interest, by linking a series of shorter discrete
elements into a linear sequence.

Unit 5 Speaking (page 81)

COMPONENT DESCRIPTOR EXERCISE
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.

Processing text (A2) Can pick out and reproduce key words and phrases 1, 2
or short sentences from a short text within the
learner’s limited competence and experience.
Overall reading Can read straightforward factual texts on subjects 2
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Overall spoken Can communicate with some confidence on 3, 4
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 4
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in

52 Impact 2 © National Geographic Learning

 discussing topics of interest.

Unit 5 Grammar (page 82-83)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
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
accent is sometimes evident and occasional
mispronunciations occur.
Vocabulary range Has a sufficient vocabulary to express him/herself 4
with some circumlocutions on most topics
pertinent to his everyday life such as family,
hobbies and interests, work, travel, and current
events.
Overall spoken Can communicate with some confidence on 3, 6
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 3, 6
(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 3, 6
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 3, 6
some problems with formulation resulting in
pauses and "cul-de-sacs", he/she is able to keep
going effectively without help.

53 Impact 2 © National Geographic Learning

 Can keep going comprehensibly, even though
pausing for grammatical and lexical planning and
repair is very evident, especially in longer stretches
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.
Overall written Can write straightforward connected texts on a 5
production range of familiar subjects within his field of
interest, by linking a series of shorter discrete
elements into a linear sequence.

Unit 5 Reading (page 84–85)

COMPONENT DESCRIPTOR EXERCISE
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.
Overall reading Can read straightforward factual texts on subjects 3, 5
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
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.
Processing text Can collate short pieces of information from 5
several sources and summarise them for
somebody else.
Vocabulary range Has a sufficient vocabulary to express him/herself 2
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
accent is sometimes evident and occasional
mispronunciations occur.
Overall spoken Can communicate with some confidence on 6
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

54 Impact 2 © National Geographic Learning

 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 6
(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 6
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 6
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

55 Impact 2 © National Geographic Learning

Unit 5 Video (page 86–87)
COMPONENT DESCRIPTOR EXERCISE
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.
Overall spoken Can communicate with some confidence on 1, 7
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 1, 7
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.
Information exchange Can find out and pass on straightforward factual 1, 5
information.
Overall spoken Can reasonably fluently sustain a straightforward 1, 7
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 1, 7
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 written Can write straightforward connected texts on a 7
production range of familiar subjects within his field of
interest, by linking a series of shorter discrete
elements into a linear sequence.

56 Impact 2 © National Geographic Learning

Creative writing Can write straightforward, detailed descriptions on 7
a range of familiar subjects within his field of
interest.

Unit 5 Grammar (page 88)

COMPONENT DESCRIPTOR EXERCISE
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.
Overall spoken Can give a simple description or presentation of 3
production people, living or working conditions, daily routines.
likes/dislikes etc. as a short series of simple
phrases and sentences linked into a list.

Unit 5 Writing (page 89)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Reading for Can identify the main conclusions in clearly 1
information & signalled argumentative texts.
argument
Can recognise the line of argument in the
treatment of the issue presented, though not
necessarily in detail.
Reading for Can scan longer texts in order to locate desired 1
orientation information, and gather information from different
parts of a text, or from different texts in order to
fulfil a specific task.
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.
Reports & essays Can write short, simple essays on topics of interest. 3
Information exchange Can find out and pass on straightforward factual 2
information.

Unit 5 Mission (page 90–91)

COMPONENT DESCRIPTOR EXERCISE
Watching TV and film Can understand a large part of many TV page 90
programmes on topics of personal interest such as
interviews, short lectures, and news reports when
the delivery is relatively slow and clear.

57 Impact 2 © National Geographic Learning

 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.
Overall spoken Can communicate with some confidence on page 90
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 page 90
(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 page 90, page 91
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 page 90, page 91
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
Addressing audiences Can give a prepared straightforward presentation page 91
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.
Overall written Can write straightforward connected texts on a page 91
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 page 91
a range of familiar subjects within his field of
interest.

58 Impact 2 © National Geographic Learning

Unit 6 Are you going to eat that?
Unit 6 To Start (page 93)
COMPONENT DESCRIPTOR EXERCISE
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

59 Impact 2 © National Geographic Learning

Unit 6 Vocabulary (page 94–96)
COMPONENT DESCRIPTOR EXERCISE
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 2,5
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
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 3
(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 3
production description of one of a variety of subjects within
his/her field of interest, presenting it as a linear
sequence of points.

60 Impact 2 © National Geographic Learning

Spoken fluency Can express him/herself with relative ease. Despite 3
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 written Can write a series of simple phrases and sentences 6
production (A2) linked with simple connectors like “and", “but” and
“because”.
Correspondence Can write personal letters giving news and 6
expressing thoughts about abstract or cultural
topics such as music, films.

Unit 6 Speaking (page 97)

COMPONENT DESCRIPTOR EXERCISE
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.
Processing text (A2) Can pick out and reproduce key words and phrases 1, 2
or short sentences from a short text within the
learner’s limited competence and experience.
Overall reading Can read straightforward factual texts on subjects 2
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Overall spoken Can communicate with some confidence on 3, 4
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).
Clarification Can ask someone to clarify or elaborate what he or 3, 4
she has just said.

61 Impact 2 © National Geographic Learning

Unit 6 Grammar (page 98-99)
COMPONENT DESCRIPTOR EXERCISE
Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 3
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
accent is sometimes evident and occasional
mispronunciations occur.
Vocabulary range Has a sufficient vocabulary to express him/herself 4
with some circumlocutions on most topics
pertinent to his everyday life such as family,
hobbies and interests, work, travel, and current
events.
Overall spoken Can communicate with some confidence on 2, 3, 5
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 2, 3, 5
(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 2, 3, 5
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 5, 6
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
Addressing audiences Can give a prepared straightforward presentation 6

62 Impact 2 © National Geographic Learning

 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.

Unit 6 Reading (page 100–101)

COMPONENT DESCRIPTOR EXERCISE
Reading for Can scan longer texts in order to locate desired 1, 2
orientation information, and gather information from different
parts of a text, or from different texts in order to
fulfil a specific task.
Overall reading Can read straightforward factual texts on subjects 3
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Reading for Can identify the main conclusions in clearly 3
information & signalled argumentative texts.
argument
Can recognise the line of argument in the
treatment of the issue presented, though not
necessarily in detail.
Vocabulary range Has a sufficient vocabulary to express him/herself 2
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
accent is sometimes evident and occasional
mispronunciations occur.
Overall spoken Can communicate with some confidence on 6
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 6
(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 6
production description of one of a variety of subjects within
his/her field of interest, presenting it as a linear
sequence of points.

63 Impact 2 © National Geographic Learning

Spoken fluency Can express him/herself with relative ease. Despite 6
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

64 Impact 2 © National Geographic Learning

Unit 6 Video (page 102–103)
COMPONENT DESCRIPTOR EXERCISE
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.
Overall spoken Can communicate with some confidence on 1, 5, 6
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 1, 5, 6
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.
Information exchange Can find out and pass on straightforward factual 1, 7
information.
Overall spoken Can reasonably fluently sustain a straightforward 1, 5, 6, 7
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 1, 5, 6, 7
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
Addressing audiences Can give a prepared straightforward presentation 7
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

65 Impact 2 © National Geographic Learning

 explained with reasonable precision.

Overall written Can write straightforward connected texts on a 7

production range of familiar subjects within his field of
interest, by linking a series of shorter discrete
elements into a linear sequence.

Unit 6 Grammar (page 104)

COMPONENT DESCRIPTOR EXERCISE
Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 3
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.

Unit 6 Writing (page 105)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1, 2
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Reading for Can identify the main conclusions in clearly 2
information & signalled argumentative texts.
argument
Can recognise the line of argument in the
treatment of the issue presented, though not
necessarily in detail.
Reading for Can scan longer texts in order to locate desired 1, 2
orientation information, and gather information from different
parts of a text, or from different texts in order to
fulfil a specific task.
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.
Coherence (A2) Can use the most frequently occurring connectors 3
to link simple sentences in order to tell a story or
describe something as a simple list of points.

Unit 6 Mission (page 106–107)

COMPONENT DESCRIPTOR EXERCISE
Watching TV and film Can understand a large part of many TV page 106
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

66 Impact 2 © National Geographic Learning

 delivered clearly in straightforward language.
Can catch the main points in TV programmes on
familiar topics when the delivery is relatively slow
and clear.
Overall spoken Can communicate with some confidence on page 106
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 page 106
(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 page 106
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 page 106,
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 written Can write straightforward connected texts on a page 107
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 page 107
a range of familiar subjects within his field of
interest.

67 Impact 2 © National Geographic Learning

Unit 7 Art in the Open
Unit 7 To Start (page 110)
COMPONENT DESCRIPTOR EXERCISE
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

68 Impact 2 © National Geographic Learning

Unit 7 Vocabulary (page 112–114)
COMPONENT DESCRIPTOR EXERCISE
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, 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 1, 3, 6
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 1, 3, 6
(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 1, 3, 6
production description of one of a variety of subjects within
his/her field of interest, presenting it as a linear
sequence of points.

69 Impact 2 © National Geographic Learning

Spoken fluency Can express him/herself with relative ease. Despite 1, 3, 6
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
Sustained monologue Can give straightforward descriptions on a variety 6
of familiar subjects within his field of interest.

Unit 7 Speaking (page 115)

COMPONENT DESCRIPTOR EXERCISE
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.
Processing text (A2) Can pick out and reproduce key words and phrases 1, 2
or short sentences from a short text within the
learner’s limited competence and experience.
Overall reading Can read straightforward factual texts on subjects 2
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Overall spoken Can communicate with some confidence on 3, 4
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).
Information exchange Can find out and pass on straightforward factual 3, 4
information.

Unit 7 Grammar (page 116-117)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1

70 Impact 2 © National Geographic Learning

comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Grammatical accuracy Communicates with reasonable accuracy in familiar 1
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
accent is sometimes evident and occasional
mispronunciations occur.
Vocabulary range Has a sufficient vocabulary to express him/herself 4
with some circumlocutions on most topics
pertinent to his everyday life such as family,
hobbies and interests, work, travel, and current
events.
Overall spoken Can communicate with some confidence on 5
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 5
(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 5
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 5
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 written Can write straightforward connected texts on a 2, 4
production range of familiar subjects within his field of

71 Impact 2 © National Geographic Learning

 interest, by linking a series of shorter discrete
elements into a linear sequence.

Unit 7 Reading (page 118–119)

COMPONENT DESCRIPTOR EXERCISE
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.
Overall reading Can read straightforward factual texts on subjects 3, 5
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
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.
Vocabulary range Has a sufficient vocabulary to express him/herself 2
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
accent is sometimes evident and occasional
mispronunciations occur.
Overall spoken Can communicate with some confidence on 6
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 6
(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 6
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 6
some problems with formulation resulting in

72 Impact 2 © National Geographic Learning

 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

Unit 7 Video (page 120–121)

COMPONENT DESCRIPTOR EXERCISE
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.
Overall spoken Can communicate with some confidence on 1, 5, 6, 7
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 1, 5, 6, 7
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.
Information exchange Can find out and pass on straightforward factual 2, 5
information.
Overall spoken Can reasonably fluently sustain a straightforward 1, 5, 6, 7
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 1, 5, 6, 7
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

73 Impact 2 © National Geographic Learning

 repair is very evident, especially in longer stretches
of free production
Overall written Can write straightforward connected texts on a 7
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 narrate a story. 7

Unit 7 Grammar (page 122)

COMPONENT DESCRIPTOR EXERCISE
Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 3
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.
Overall spoken Can give a simple description or presentation of 1, 3
production people, living or working conditions, daily routines.
likes/dislikes etc. as a short series of simple
phrases and sentences linked into a list.
Informal discussion Can express his/her thoughts about abstract or 1
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.

Unit 7 Writing (page 123)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1, 2
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Reading for Can identify the main conclusions in clearly 2
information & signalled argumentative texts.
argument
Can recognise the line of argument in the
treatment of the issue presented, though not
necessarily in detail.
Reading for Can scan longer texts in order to locate desired 1
orientation information, and gather information from different
parts of a text, or from different texts in order to
fulfil a specific task.
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.
Coherence Can link a series of shorter, discrete simple 3
elements into a connected, linear sequence of

74 Impact 2 © National Geographic Learning

 points.

Unit 7 Mission (page 124–125)

COMPONENT DESCRIPTOR EXERCISE
Watching TV and film Can understand a large part of many TV page 124
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.
Overall spoken Can communicate with some confidence on page 124
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 page 124
(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 page 124, page 125
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 page 124, page 125
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
Addressing audiences Can give a prepared straightforward presentation page 125
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.

75 Impact 2 © National Geographic Learning

Overall written Can write straightforward connected texts on a page 125
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 page 125
a range of familiar subjects within his field of
interest.

76 Impact 2 © National Geographic Learning

Unit 8 Don’t Panic!
Unit 8 To Start (page 127)
COMPONENT DESCRIPTOR EXERCISE
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

77 Impact 2 © National Geographic Learning

Unit 8 Vocabulary (page 128–130)
COMPONENT DESCRIPTOR EXERCISE
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, 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
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 3
(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 3, 6
production description of one of a variety of subjects within
his/her field of interest, presenting it as a linear
sequence of points.

78 Impact 2 © National Geographic Learning

Spoken fluency Can express him/herself with relative ease. Despite 3, 6
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
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.
Information exchange Can find out and pass on straightforward factual 1, 6
information.

Unit 8 Speaking (page 131)

COMPONENT DESCRIPTOR EXERCISE
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.
Processing text (A2) Can pick out and reproduce key words and phrases 1, 2
or short sentences from a short text within the
learner’s limited competence and experience.
Overall reading Can read straightforward factual texts on subjects 2
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Overall spoken Can reasonably fluently sustain a straightforward 3, 4
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 3, 4
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
Sustained monologue Can narrate a story 3, 4

79 Impact 2 © National Geographic Learning

Unit 8 Grammar (page 132-133)
COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 5
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
accent is sometimes evident and occasional
mispronunciations occur.
Vocabulary range Has a sufficient vocabulary to express him/herself 4
with some circumlocutions on most topics
pertinent to his everyday life such as family,
hobbies and interests, work, travel, and current
events.
Overall spoken Can communicate with some confidence on 3, 6
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).
Overall spoken Can reasonably fluently sustain a straightforward 3, 6
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 3, 6
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
Sustained monologue Can narrate a story. 6

Unit 8 Reading (page 134–135)

80 Impact 2 © National Geographic Learning

COMPONENT DESCRIPTOR EXERCISE
Reading for Can scan longer texts in order to locate desired 2
orientation information, and gather information from different
parts of a text, or from different texts in order to
fulfil a specific task.
Overall reading Can read straightforward factual texts on subjects 3
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Reading for Can identify the main conclusions in clearly 3
information & signalled argumentative texts.
argument
Can recognise the line of argument in the
treatment of the issue presented, though not
necessarily in detail.
Vocabulary range Has a sufficient vocabulary to express him/herself 2
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
accent is sometimes evident and occasional
mispronunciations occur.
Overall spoken Can communicate with some confidence on 6
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 6
(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 6
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 6
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

81 Impact 2 © National Geographic Learning

 repair is very evident, especially in longer stretches
of free production
Information exchange Can find out and pass on straightforward factual 1
information.

Unit 8 Video (page 136–137)

COMPONENT DESCRIPTOR EXERCISE
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.
Overall spoken Can communicate with some confidence on 1, 5, 6, 7
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 1, 5, 6, 7
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.
Information exchange Can find out and pass on straightforward factual 1, 2
information.
Overall spoken Can reasonably fluently sustain a straightforward 1, 5, 6, 7
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 1, 5, 6, 7
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

82 Impact 2 © National Geographic Learning

Overall written Can write straightforward connected texts on a 7
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 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.

Unit 8 Grammar (page 138)

COMPONENT DESCRIPTOR EXERCISE
Grammatical accuracy Communicates with reasonable accuracy in familiar 1, 2, 3
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.
Overall spoken Can communicate with some confidence on 3
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).

Unit 8 Writing (page 139)

COMPONENT DESCRIPTOR EXERCISE
Overall reading Can read straightforward factual texts on subjects 1
comprehension related to his/her field and interest with a
satisfactory level of comprehension.
Reading for Can identify the main conclusions in clearly 1
information & signalled argumentative texts.
argument
Can recognise the line of argument in the
treatment of the issue presented, though not
necessarily in detail.
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

83 Impact 2 © National Geographic Learning

 elements into a linear sequence.

Creative writing Can narrate a story. 3

Informal discussion Can express his/her thoughts about abstract or 2
(with friends) cultural topics such as music, films.
Can give or seek personal views and opinions in
discussing topics of interest.

Unit 8 Mission (page 140–141)

COMPONENT DESCRIPTOR EXERCISE
Watching TV and film Can understand a large part of many TV page 140
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.
Overall spoken Can communicate with some confidence on page 140, page 141
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 page 140
(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 page 140, page 141
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 page 140, page 141
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

84 Impact 2 © National Geographic Learning

 of free production

Addressing audiences Can give a prepared straightforward presentation page 141

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.
Overall written Can write straightforward connected texts on a page 141
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 page 141
a range of familiar subjects within his field of
interest.

85 Impact 2 © National Geographic Learning