Level C1 - Core Inventory

Communicative Objectives: Here you will find a detailed list of what you will be able to do by the end of your C1 – Level Course

 

Spoken Interaction

•I can express myself fluently and appropriately adopting a level of formality appropriate to the circumstances and my relationship to the person I am talking to.
•I can keep up with animated discussions on abstract and complex topics with a number of speakers and can participate effectively even when people start talking simultaneously.
•I can understand and exchange complex, detailed information on topics with which I am not personally familiar, pinpointing key areas where further explanation or clarification is needed.

 

Spoken Production

•I can give clear, well-structured descriptions of complex subjects.
•I can develop an argument systematically in well-structured speech, highlighting significant points, and concluding appropriately.
•I can give a clear, well-structured presentation on a complex subject in my field, expanding and supporting points of views with appropriate reasons and examples.
•I can put information from different sources and relate it in a coherent summary.
•I can orally summarise long, and demanding texts.

 

Listening

•I can understand enough to follow extended speech on abstract and complex topics of academic or vocational relevance.
•I can follow extended discussion even when it is not clearly structured and when relationships are only implied and not signalled explicity.
•I can follow most lectures, discussions, and debates both within and outside my field.
•I can undestand complex technical information, such as instructions for operating equipment and specifications for products and services I know about.

 

Reading

•I can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, though I may want time to reread them.
•I can understand complex texts where stated opinions and implied points of view are discussed.
•I can understand lengthy, complex manuals, instructions, regulations and contracts in my field.
•I can understand formal letters connected or unconnected to my field if I can occasionally check with a dictionary.

 

Writing

•I can write clear, well-structured texts on complex topics in an appropriate style with good grammatical control.
•I can present points of view in a paper, developing an argument, highlighting the most important points, and supporting my reasoning with examples.
•I can express myself clearly and appropriately in personal correspondence, describing experiences, feelings, and reactions in depth.

 

Strategies

•I can select from a readily available range of expressions to preface my remarks appropriately and to follow up on what other people say.
•I do not have to restrict what I want to say at all; if I can’t find one expression I can substitute with another.
•I can monitor my speech and writing to repair slips and improve the formulation.

Grammar and Vocabulary Objectives: To learn how to use English in these situations, you will need to know most of these language areas.

 

Grammar

 

Vocabulary

• Futures (revision)• Narrative tenses for experience, incl passive
• Approximating (vague language)
• Inversion with negative adverbials• Passive forms, all• Collocation
• Mixed conditionals in past, present and future• Phrasal verbs, especially splitting
• Colloquial language
• Modals in the past• Wish/if only, regrets
• Differentiated use of vocabulary
  
• Eliminating false friends
  
• Formal and informal registers
  
• Idiomatic expressions

Language Work: This is the type of language work you’ll be studying with your teacher. These phrases will be useful in the classroom and beyond.

• I don’t really comfortable with• It is frequently argued that… however…
• I couldn’t care less wether.. or not• It’s clear that…
• I’m afraid this is something I feel quite strongly about• No one would dispute that…
• Michael felt completely devastated. Somebody had deliberately sabotaged his research but he didn’t know who could do such thing.• It is generally accepted that…
• It is highly likely that the airport will be closed again tomorrow.• All the evidence/ data indicates/ suggests that..
• There’s bound to be trouble at the meeting.• In conclusion, before we ______ we need to ____
• Is that settled, then? Yes, it’s settled.• I see what you mean, but…
• It looks as if she’s going to be late.• I take your point. I agree we need../ It’s certainly
• To cut a long story short, he ended up sleeping on my floor.true that…
• To recap on what has been said so far…• I know this may not be a popular conclusion, but it seems to me we have to face (facts/ the fact that…)
• Supposing he had missed his train?• I do appreciate that what I proposed may be expensive/ paiful/ a surprise to some people, but I really am convinced the evidence shows we need to…
• If you’d arrived on time, we would probably have missed the traffic.• I recognise that this may ______ but ______
• Am I right to think you’re responsible?• But one should not lose sight of the fact that…
• It’s supposed to be good.• What you say may be true in some contexts, however in this case…
• I’m just not so sure, it could be okay.• On the contrary…
• Maybe she is the best person for the job.• I think you have misunderstood the point I was making…
• It could well be the best solution.• In some circumstances, I would agree with you entirely, but in this case…
• I have a feeling there may be a problem here.• No matter how you look at it, he made a mistake.
• I suppose that could be an option.• All the same, she deserves another chance.
• I rather doubt that he’ll come.• He’d spent all his money without realising. So, he couldn’t afford a taxi and had to walk home.
• To be honest, I simply don’t care.• My grandmother used to live by the seaside and we would go there every Easter. My dad would drive, my mother would navigate and we would sit in the back fighting.
• Why bother?• I just got a phone call from Raoul. He’s in a taxi. He’s going to get here in about five minutes.
• It’s not such a big issue. 
• I don’t really mind./ have an opinion.one way or the other. 
• What are you trying to say? 
• Absolutely! 
• You can say that again.