Nce Level B2

8/6/2019 Nce Level B2

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Correlation table between NEW CUTTING EDGE Upper- Intermediate and Pearson Test of English General Level 3 (CEFR B2)

General Level 3 Assessment ObjectivesTo understand and respond appropriately in the spoken and written form to the purpose, information and points of view in spoken and written communication of the kind required in a varietyof study, work, everyday and leisure-related contexts in daily life.

CEFR Level B2Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and

spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpointon a topical issue giving the advantages and disadvantages of various options.

PTE G level 3Description

CEFR Description B2New Cutting Edge

Upper - IntermediateFeatures

Chapter /Page No

ExerciseChapter /

Page No contd.Exercisecontd.

Comments

READING

Candidates shouldshow they can:

Understand andfollow the mainevents of

continuousnarrative,descriptive,explanatory andpersuasive texts

Follow texts onconcrete andabstract topics onfamiliar andunfamiliar topics,related to their ownpersonal, social,educational orworking lives

Use organisationaland structuralfeatures to locate,extract andsynthesize relevantinformation fromdifferent parts of thewritten discourse

Identify the contextand register of thewritten discourse

Overall readingcomprehensionCan read with a large degree ofindependence, adapting styleand speed of reading to different

texts and purposes, and usingappropriate reference sourcesselectively. Has a broad activereading vocabulary, but mayexperience some difficulty withlow frequency idioms.

Reading correspondenceCan read correspondencerelating to his/her field ofinterest and readily grasp theessential meaning.

Reading for orientation

Can scan quickly through longand complex texts, locatingrelevant details.Can quickly identify the contentand relevance of news items,articles and reports on a widerange ofprofessional topics, decidingwhether closer study isworthwhile.

The reading tasks are designedto prepare students for thetasks set at Level 3,

The topics and situations aretaken from the everyday life,they are up-to-date andinteresting, evoke students’interest and help them buildconfidence;

Prepare them to manage in reallife situations requiring readingskills to be used;

Develop students’ abilities tothink logically and predictinformation;

Develop students’ abilities toread quickly and find theinformation they need for somespecific purpose.

Module 1, p.8

Module 1,p.9

Module 2, p.23

Module 2, p.30

Module 3, p.30Module 3, p.37

Module 4, p.40

Module 4, p.46

Module 4, p.49

Module 5, p.52

Module 5, p.52

Module 5, p.58

Module 5, p.59

Module 6, p.62

Module 6, p.62

Module 6, p.64

Module 6, p.66

Module 6, p.70

Module 7, p.74

Module 7, p.76

Module 7, p.78

Ex. 3 and 4

Ex.2

Ex.3b

Ex.1

Ex.2b,3,4Ex.

Language

focus 2

Ex.4

Ex.3c

Ex.2 and 3

Ex.2

Ex.2

Ex.

Language

focus 2

Ex.2b

Ex.1

Ex.3,4

Ex. Task a

:Make a ....

Ex.2-left

Ex.1

Ex.3a

Ex.2a

Ex.1b

Module 8, p.84

Module 8, p.86

Module 8, p.89

Module 8, p.90


Module 10, p.111

Module 10, p.112

Module 10, p.113

Module 11, p.116

Module 11, p.118

Module 11, p.122

Module 11, p.124

Module 12, p.130

Module 12, p.131

Module 12, p.135

Consolidation

Modules 9-

12,p.137

Ex.3, 4, 5

Ex.2a-left

Ex.2

Ex.2

Ex.1Ex.2-left and

3

Ex.2

Ex.1a

Ex.1b and

2a

Ex.1,2, 3b,4

Ex.1b

Ex.1

Ex.1,2, 3

Ex.2 and 3

Ex.2

Ex.2

Ex. C2c

The variety ofthe taskspreparesstudentscompletely

for thereading tasksset at thislevel of PTEGeneral andallows themto show theirbest.



and the purpose ofthe writer

Understand thegeneral content anddetails of the writtendiscourse

Identify therelationship

between the mainand secondaryideas in writtendiscourse

Identify andunderstand thefeelings, attitudeand points of view ofthe writer

infer meaning whichis not explicit in thetext

identify andunderstand the

purpose of thechoice of languageof the writer

Reading for information andargumentCan obtain information, ideasand options from highlyspecialised sources withinhis/her field.Can understand specialisedarticles outside his/her field,

provided he/she can use adictionaryoccasionally to confirm his/herinterpretation of terminology.Can understand articles andreports concerned withcontemporary problems in whichthe writers adoptparticular stances or viewpoints.

Reading instructionsCan understand lengthy,complex instructions in his field,including details on conditions

and warnings,provided he/she can rereaddifficult sections.

Module 7, p.78

Module 7, p.80

Ex.3

Ex.

Language

focus 2

WRITING

Candidates shouldshow they canconsider and integrateinformation, produceclear, qualified andillustrated facts anddetails, and expressideas and points ofview, advice and

arguments on a widerange of subjects froma variety of personal,social, educational andworking contexts inthe form of:

Competition entries,contextualisedsummaries, reportsand public notices,informal letters

Overall written productionCan write clear, detailed textson a variety of subjects relatedto his/her field of interest,synthesising andevaluating information andarguments from a number ofsources.

Creative writing Can write clear, detaileddescriptions of real or imaginaryevents and experiences,marking the relationshipbetween ideas in clearconnected text, and followingestablished conventions of thegenre concerned.Can write clear, detaileddescriptions on a variety of

All writing tasks are designedon the basis of guided writing.

This gives students confidenceand helps them producecomplete pieces of writing forthe level;

Step-by-step instructions andgraded grammar andvocabulary help students with

the writing tasks; Gives them background to be

able to create pieces of writingfor working or study needs;

Consolidation

modules 9-12,

p.137 Ex.C2d

Adult -appropriatetasks, whichhelp thembuild writingskill requiredfor Level 3,enablingthem to cope

withsituations intheir dailyround;-givesstudents theopportunity touse themaximum oftheirgrammar and



Questionnaires

Narrative accounts

discursive essays

subjects related to his/her fieldof interest.Can write a review of a film,book or play.

Reports and essaysCan write an essay or reportwhich develops an argument

systematically with appropriatehighlighting of significant pointsand relevant supporting detail.Can evaluate different ideas orsolutions to a problem.Can write an essay or reportwhich develops an argument,giving reasons in support of oragainst aparticular point of view andexplaining the advantages anddisadvantages of variousoptions.Can synthesise information and

arguments from a number ofsources.

vocabulary ;

READING AND WRITING

Step-by-step writing tasksfollow a reading text and leadstudents to produce completepieces of writing using theappropriate grammar andvocabulary for the level.

Effective Communication The overall effectiveness of the candidate’s response as a piece of writing

Module 3, p.36 Ex.4and 5 Module 10, p.111 Ex.3

Lexical Accuracy and Ran ge The appropriate use of a range of vocabulary

Module 4, p.46

Module 6, p.70

Ex.5

Ex.2

Module 9, p.99 Ex.2-right

Grammatical Accuracy and Ran ge The degree of control over grammar and the variety and complexity ofgrammatical

Module 7, p.80 Ex.3 Module11, p.120 Ex.1b-right

Task Completion The extent to which the candidate’s response fulfils the requirements setout in the instructions for the task



Module 1, p.12

Module 8, p.87

Module 9, p.102

Ex.4

Ex.6

Ex.3

Module 10, p.113

Module 11, p.124

Module 12, p.135

Ex.3

Ex.4

Ex.3 and 4

LISTENING

Candidates should

show they can: Listen to, identify

and extractinformation fromconcrete andabstract spokendiscourse onfamiliar andunfamiliar topicsfrom their ownpersonal, social,educational orworking life

Identify the context

and register of thespoken discourseand the purpose ofthe speaker/s

Understand thecontent and detailsof the extract in thespoken discourse

Identify and extractrelevant informationfrom the spokendiscourse

Identify therelationship

between the mainand secondaryideas in the spokendiscourse

Identify thefeelings, attitudesand points of view ofthe speaker/s in thespoken discourse

Identify the purposeof the choice of

Overall listening

comprehensionCan understand standardspoken language, live orbroadcast, on both familiar andunfamiliar topics normallyencountered in personal, social,academic or vocational life. Onlyextreme background noise,inadequate discourse structureand/or idiomatic usageinfluences the ability tounderstand.Can understand the main ideasof propositionally and

linguistically complex speech onboth concrete and abstracttopics delivered in a standarddialect, including technicaldiscussions in his/her field ofspecialisation.Can follow extended speechand complex lines of argumentprovided the topic is reasonablyfamiliar,and the direction of the talk issign-posted by explicit markers.

Understanding interactionbetween native speakersCan keep up with an animatedconversation between nativespeakers.Can with some effort catchmuch of what is said aroundhim/her, but may find it difficultto participateeffectively in discussion withseveral native speakers who donot modify their language in any

Types of exercises vary from

gap filling and multiple choicequestions to „true”/”false”questions and informationfilling, corresponding to thelevel.

These prepare students todevelop their listening skills andto achieve excellent results atthe exam

Module 1, p.6


Module 1, p.15

Module 2, p.23

Module 2, p.24

Module 3, p.29

Module 3, p.32

Module 3, p.37

Module 3, p.38

Module 4, p.43

Module 4, p.46


Consolidation

modules 1-4, p.51

Module 5, p.54

Module 5, p.56

Module 6, p.64

Module 6, p.66

Module 6, p.68

Module 6, p.69

Module 7, p.74

Module 7, p.81

Module 7, p.82

Ex.2 and 3

Ex.2aEx.1-right

Ex.2 and 3

Ex.2-right

Ex.1,2,4

Ex.2

Ex.3

Ex.2a and

2b

Ex.1

Ex.2

Ex.1

Ex.3Ex.1b

Ex. D

Ex.1

Ex.3

Task b:

Make a ...

Ex. 3-right

Ex.2-left

Ex.4

Ex.2

Ex.2

Ex. 2a

Module 8, p.86


Module 9, p.100

Module 9, p.101

Module 9, p.103

Module 9, p.104

Module 10, p.110

Module 10, p.114

Module 11, p.120

Module 11, p.121

Module 11, p.121


Module 12, p.129

Module 12, p.134

Consolidation

modules 9-12,

p.137

Ex.2-right

Ex.3Ex.3

Ex.2

Ex.3

Ex.4

Ex.2

Ex.2-left

Ex.2 and 3

Ex. 2 and 3

Ex.2a and

2b-right

Ex.1

Ex.2 and 3Ex.2

Ex.2b

Ex.1 and2-

uppage

Ex.C2a

The various

listeningexerciseshelp studentsbuild upconfidence incommunicating with nativespeakers, aswell asEnglishspeakers ofotherlanguages instudy and

workenvironment.



language of thespeaker/s

Listen for gist andfollow the detail of adiscussion

way. Listening as a member of alive audienceCan follow the essentials oflectures, talks and reports andother forms ofacademic/professional

presentation which arepropositionally and linguisticallycomplex.

Listening to announcementsand instructionsCan understandannouncements and messageson concrete and abstract topicsspoken in standarddialect at normal speed.

Listening to audio media andrecordings

Can understand recordings instandard dialect likely to beencountered in social,professional oracademic life and identifyspeaker viewpoints andattitudes as well as theinformation content.Can understand most radiodocumentaries and most otherrecorded or broadcast audiomaterialdelivered in standard dialect andcan identify the speaker’s mood,

tone etc.

SPEAKING

Candidates should beable to (in addition tothose listed forprevious levels):

Understand and

Overall oral productionCan give clear, detaileddescriptions and presentationson a wide range of subjectsrelated to his/her field

The „Useful Language” boxesat the end of each modulesupply students with modelsentence structures andphrases to use in real life;

Effective Communication Communicates

Information

Questionsclearly enough to be understood



express facts, ideasand points of view insequence and indetail

Make future plansand arrangementsand describe thefuture

Present informationin sequence and indetail

Introduce others

Make comparisons

Make and refuseformal and informalrequests

Speculate aboutsituations, eventsand people

Relay informationthat other speakershave told them

Ask about andexpress likes,dislikes, feelingsand hopes

Express regrets

Express points ofview with facts,reasons andexamples

Describe processes

Discuss problemsand give advice andinstructions

Engage in

discussion andexpress agreementand disagreement

Ask questions toobtain information

Give examples,advice andsuggestions

Express obligationand lack of it

of interest, expanding andsupporting ideas with subsidiarypoints and relevant examples.

Sustained monologue:describing experienceCan give clear, detaileddescriptions on a wide range of

subjects related to his/her fieldof interest.

Sustained monologue:putting a case (e.g. in adebate)Can develop a clear argument,expanding and supportinghis/her points of view at somelength withsubsidiary points and relevantexamples.Can construct a chain ofreasoned argument:

Can explain a viewpoint on atopical issue giving theadvantages and disadvantagesof various options.Can develop an argument wellenough to be followed withoutdifficulty most of the time.

Public announcementsCan deliver announcements onmost general topics with adegree of clarity, fluency andspontaneitywhich causes no strain or

inconvenience to the listener.

Addressing audiencesCan give a clear, systematicallydeveloped presentation, withhighlighting of significant points,and relevant supporting detail.Can depart spontaneously froma prepared text and follow upinteresting points raised bymembers of the audience often

The speaking tasks are onvarious topics, reflecting theissues of the modern society,corresponding to the level

Module 1, p.6

Module 1,,p.14

Module 2, p.18

Module 2, p.22

Module 2, p.23

Module 2, p.24

Module 2, p.25


Module 3, p.30

Module 3, p.32

Module 3, p.32

Module 4, p.40

Module 4, p.42

Module 4, p.43

Module 4, p.44

Module 4, p.46

Module 4, p.47

Consolidation

modules1-4, p.51

Module 5, p.52

Module 5, p.52

Module 5, p.56

Module 5, p.57

Module 5, p.59

Module 6, p.62

Module 6, p.65

Module 6, p.66

Module 7, p.72

Module 7, p.75

Module 7, p.78

Module 7, p.81

Ex.1

Ex.1-left

Ex.1

Ex.2b

Ex.3-left

Ex.3

Ex.2 and 3

Ex.2Ex.2a

Ex.5

Ex.2

Ex.4

Ex.1

Ex.1

Ex.3

Ex.2

Ex.2

Ex.

Language

focus 2

Ex.E1

Ex.1

Ex.3a

Ex.2-left and

1-right

Ex.4a

Ex.2a

Ex.2

Ex.1a, 2,3

Ex.1-left

Ex.1a

Ex.3

Ex.2a

Ex.1

Module 8, p.84

Module 8, p.84

Module 8, p.84

Module 8, p.86

Module 8, p.86

Module 8, p.86


Module 8, p.89

Module 8, p.90

Module 9, p.96

Module 9, p.97

Module 9, p.100

Module 9, p.103

Module 10, p.106

Module 10, p.106


Module 10, p.114

Module 11, p.116

Module 11, p.118

Module 11, p.118

Module 11, p.123

Module 12, p.126

Module 12, p.128

Module 12, p.130

Module 12, p.130

Module 12, p.132

Module 12, p.132

Module 12, p.135

Consolidation

modules 9-12,

p.136

Ex.1

Ex.2b

Ex.6

Ex.1-left

Ex.1-right

Ex.3-

downpage

Ex.4Ex.

Language

focus 2

Ex.3

Ex.1

Ex.2 and 3

Ex.4

Ex.3

Ex.2 and 3

Ex.1-left

Ex.3-right

Ex.1-leftEx.2,3,4

Ex.1

Ex.3a

Ex.1a

Ex.2

Ex.1b, 2

Ex.1 and 3a

Ex.1

Ex.1

Ex.4

Ex.

Language

focus 2

Ex.1

Ex.1

Ex.C1

Verbal Interaction

Responding relevantly



Makerecommendations

Ask about andnarrate events in thepast

Show purpose,consequence,reason, contrast

Interrupt and checkback

showing remarkable fluency andease of expression.Can give a clear, preparedpresentation, giving reasons insupport of or against a particularpoint ofview and giving the advantagesand disadvantages of various

options.Can take a series of follow upquestions with a degree offluency and spontaneity whichposes no strainfor either him/herself or theaudience.

Asking for repetition if needed

Module 1, p.15

Module 1, p.16

Module 2, p.21

Module 3, p.37


Module 4, p.43

Module 5, p.59

Module 7, p.72

Module 7, p.75

Module 7, p.78

Module 7, p.82

Ex.2b and 2c

–left

Ex.5 and 6b

Ex.3c

Ex.1

Ex.2cEx.5

Ex.1

Ex.1b

Ex.2

Ex.2

Ex.4

Ex.2c

Module 8, p.84

Module 8, p.86

Module 8, p.88

Module 8, p.93


Module 12, p.129

Module 12, p.133

Module 12, p.134

Ex.2a

Ex.3-up

page

Ex.2-right

Ex.4

Ex.5Ex.3

Ex.3a

Ex.5a

Ex.3

Vocabulary Adequate / appropriate word choice for conveying basic informationFamiliar/Level B2 themes

Module 1, p.7

Module 1, p.8

Module 1, p.8

Module 1, p.15

Module 2, p.18

Module 2, p.23

Module 2, p.23

Module 3, p.29

Module 3, p.30

Module 3, p.32

Module 3, p.35

Module 3, p.38


Consolidation

modules1-4,p.51

Module 5, p.52

Module 5, p.57

Module 5, p.57

Module 6, p.62

Ex.2 and 3

Ex.1 and 2

Ex.5

Ex.1-right

Ex.3 and 4

Ex.1-right

Ex.5

Ex.3

Ex.6

Ex.2

Ex.2

Ex.3

Ex.2 and 3Ex.4

Ex.E2

Ex.3b and

4b

Ex.3

Ex.4b

Ex.5,6

Module 8, p.87

Module 8, p.91

Consolidation

modules 5-8, p.95

Module 9, p.97

Module 9,p.102

Module 9,p.104

Module 10, p.106

Module 10, p.106

Module 10, p.106

Module 10, p.110

module 10, p.111

module 10, p.114module 11, p.120

module 11, p.123

module 12, p.130

module 12, p.131

module 12, p.133

module 12, p.134

module 12, p.135

Consolidationmodules 9-12,

Ex.5

Ex.2b

Ex. E

Ex.2

Ex.1

Ex.3

Ex.3-left

Ex.2-right

Ex.4

Ex.3-left

Ex.1

Ex.4Ex.1-left

Ex.3

Ex.5

Ex.2b

Ex.5b

Ex.4

Ex.5b



Module 6, p.69

Module 6, p.69

Module 7, p.72

Module 7, p.75

Module 7, p.76

Module 7, p.78

Module 7, p.81

Ex.2

Ex.5

Ex.3

Ex.4

Ex.1

Ex.1a

Ex.3

p.136 Ex.B3

Grammar

Present continuous

Has / have got

There is / are

Simple sentences

Use of possessives/basic adjectives/ prepositions

Use of ‘and’

Module 5, p.59

Module7, p.77

Module 9, p.99

Module 9, p.101

Module 10, p.109

Ex.3b

Ex.1b

Ex.3b

Ex.4

Ex.2

Module 10, p.112

Consolidation

modules 9-

12,p.136

Ex.3

Ex.A3

Pronounciation

Individual sounds

Use of word / sentence stress

Use of intonation features

Natural flow: not too fast / slow

The pron. box-

top left

The pron. box-

middle left

The pron.

Spot

The pron. Box-

top right

The pron. box-

bottom right

The pron.

Spot

The pron. Box-

top right

The pron. box-

middle left

Module 1, p.13

Module 1, p.16

Module 1, p.17

Module 2, p.20

Module 2, p.23

Module 2, p.27

Module 3, p.35

Module 3, p.38



Module 3, p.39

Module 5, p.59

Module 5, p.61

Module 6, p.68

Module 6, p.70

Module 6, p.71

Module 7, p.77

Module 7, p.81

Module 7, p.83

Module 9, p.101

Module 9, p.105

Module 10, p.112

Module 10, p.115

Module 11, p.121

Module 11, p.125

Module 12, p.126

Module 12, p.129

The pron.

Spot

The pron. box-

bottom right

The pron.

Spot

The pron. Box-

bottom right

The pron. Box-bottom left

The pron.

Spot

The pron. box-

bottom right

The pron. box-

top right

The pron.

Spot

The pron. box-

bottom right

The pron.

Spot

The pron. Box-bottom left

The pron.

Spot

The pron. box-

bottom right

The pron.

Spot

The pron. Box-

bottom left

The pron. box-

bottom left

-all

pronunciationboxes and

spots enable

students to

master their

English

pronunciation

Common European Framework of Reference for Languages: Learning, Teaching, Assessment

Nce Level B2

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