nyc english comprehensive correlation documentation2 · the ilets exam has two different versions....

NYCEnglishSoftwareAppcorrelationstostandardizedEnglishTests,internationalstandards,andinstructionalmethodsandmodalities.

Correlationsincluded:

• TestofEnglishasaForeignLanguage(TOEFL)

• TestofEnglishforInternationalCommunication(TOEIC)

• InternationalEnglishLanguageTestingSystem(ILETS)

• TeachersofEnglishtoSpeakersofOtherLanguages(TESOL)

• CommonEuropeanFrameworkofReferenceforLanguages(CEFR)

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TableofContents

Section1–NYCEnglishSoftwareAppIntroduction

Section2–CorrelationtoTestofEnglishasaForeignLanguage(TOEFL)

Section3–CorrelationtoTestofEnglishforInternationalCommunication(TOEIC)

Section4–CorrelationtoInternationalEnglishLanguageTestingSystem(ILETS)

Section5–CorrelationtoTeachersofEnglishtoSpeakersofOtherLanguages(TESOL)

Section6–CorrelationtoCommonEuropeanFrameworkofReferenceforLanguages(CEFR)

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Section1–NYCEnglishSoftwareAppIntroduction

The NYC English Software App is a cloud-based program that uses research-based pedagogy to provide English

LanguageLearners[ELLs]self-pacedEnglishlanguageinstruction.

The instructional content is divided into three levels: Beginner Conversation, Intermediate Conversation, and

Advanced Conversation. Each of those categories has 30 themes—90 in total—providing instruction organized

aroundacommonideatocontextualizelearning.

Eachthemeiscomprisedof language instruction,usagedemonstration,practiceexercises,andassessmenttools.

Incombination, themethodology is immersive innature,concurrently teachingthesixkeyelementsof language

acquisition:reading,writing,grammar,speaking,pronunciation,andlisteningcomprehension.

TheNYCEnglishSoftwareApphasavarietyofuser features that increase the rateof learning, improve student

engagement,andenhancethelearningexperience.Theseinclude:

• Lessonswithfullcolorgraphics,audioforallinstruction,textonscreen,andanativelanguagetranslation

• Morethan900high-definitioninteractivevideoswithnaturalconversationscenes

• Voicerecognitionsoftwarethatprovideslearnersinstantfeedbackontheirpronunciation

• Progressandstatusdashboardsforteachers,administrators,andstudents

• Built-indictionaryforinstantworddefinitions

• Interactivetestsandpracticeexercises

• Self-paced,modularlearningcontentthatissequencedandrepeatable

• InstructionanddemonstrationprovidedbynativeEnglishspeakers

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Section2–CorrelationtoTestofEnglishasaForeignLanguage(TOEFL)

ThefollowingcolumnsareorganizedtoprovidecomparisonwiththeTOEFLstructure.

TOEFLhasfourcomponents:Listening,Reading,Writing,andSpeaking.

TOEFLTESTSECTIONS NYCENGLISHMETHODOLOGY

Reading

• 3-5samplepassagesfrom

academictexts,

approximately700words

inlength

• 12-14questionsper

passage

NYCEnglishhasreadingcomponentswoventhroughoutthe90Themes.Eachthemecontainsa

minimumoftwoexercisemodulesallowingstudentstopracticetheirreadingskillsinvarious

formats.

Additionally,NYCEnglishhasvariousplacementtests,whichcontaintextsandpassagesfortesting

purposes.

Readingtextsincludequestion/answer,descriptive,cause/effect,persuasive,andnarrative.Users

readandrespondtopassageseitherverballyorwithawrittenresponse.Usersreadallvocabulary,

texts,andgrammaravailable.

Listening

• 6–9passages,each

containing5–6questions

NYCEnglishhas90themeswithatleast10moduleseach.Eachmodulecontainslistening

componentswithtexts,monologues,nativeEnglishspeakers,andwritingcomponents.

Exercisesineachthemearecomprisedoflisteningcomponentsinwhichstudentsanswerspecific

questionsrelatedtothetheme.Therearetwosetsofexercisesperthemewhichshowvarioustypes

oflisteningstrategies.

NYCEnglishoffersvoiceanalyzationallowingtheusertorecordsentencesandvocabularywords

andreceiveinstantfeedbackonpronunciationandenunciation.

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TOEFLTESTSECTIONS NYCENGLISHMETHODOLOGY

Speaking

• 6tasks

• Example:speakingtaskin

responsetomaterialsread

orheard

NYCEnglishhasthreesuites:BeginningConversation(30Themes),IntermediateConversation(30

Themes)andAdvancedConversation(30Themes),whichcontainspeakingcomponentsthroughout

eachtheme,ofteninresponsetosomethingheard.

NYCEnglishoffersvoiceanalyzationallowingtheusertorecordsentencesandvocabularywords

andreceiveinstantfeedbackonpronunciationandenunciation.

Studentsareprovidedanunlimitednumberofattempts.

Writing

• 2tasks• Example:tasktowritearesponsetoreadingpassage

TheIntermediateandAdvancedConversationthemescontainwritingprompts.Thelearnerhearstheprompt,seesanexampleoftheprompt,andisaskedtowriteabouttheprompt.Theuserhasfiveopportunitiestosubmitaproperessay.Essaysincludevarioustypes:narrative,descriptive,persuasive,andargumentative.NYCEnglishstaffteachersreviewand/orcorrectwhatthestudentsubmits.

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Section3–CorrelationtoTestofEnglishforInternationalCommunication(TOEIC)

TheprimaryTOEICexamsarecomprisedoftwoseparatetests:

1–TOEICListeningandReading

200multiplechoiceitemsdividedevenlybetweeneachsection.Testtakersreceivesperatescoresforthelistening

and reading sections, each on a scale from 5-495 points. They are totaled together for an aggregate test score

rangingfrom10-990points

2–TOEICSpeakingandTOEICWriting

Test takersreceiveseparatescores foreachtest,andtheymaytakeonewithout theother.Eachtest receivesa

scorerangingfrom0-200.TesttakersaregroupedineightproficiencylevelsforSpeakingandnineforWriting.

TOEICTEST/SECTIONS NYCENGLISHMETHODOLOGY

Listening

• 100questions

• Example:Multiplechoice

questionsfollowingthe

viewing/hearingofrecorded

presentation

NYCEnglishhas90quizzesandtestsforeachtheme,whichapplyvariousmethodsforthelearner

torespondtocriticalthinkingandapplicationquestions.

Additionally,ineachthemeNYCEnglishtestsvocabularywordsandgrammarusage.

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TOEICTEST/SECTIONS NYCENGLISHMETHODOLOGY

Reading

• 100questions

• Example:Identificationof

missingwordinasentence

NYCEnglishhas90quizzesandtestsforeachthemewhichtesttherecognitionanduseofkey

vocabularywordsandgrammarusageincontext.

Further,eachmodulecontainsverbalinstructionaccompaniedbywrittentexttohelpthelearner

improvewordrecognition,spelling,usage,andsentencestructure.

Reading

• 100questions

• Example:Identificationof

missingwordinasentence

NYCEnglishhas90quizzesandtestsforeachthemewhichtesttherecognitionanduseofkey

vocabularywordsandgrammarusageincontext.

Further,eachmodulecontainsverbalinstructionaccompaniedbywrittentexttohelpthelearner

improvewordrecognition,spelling,usage,andsentencestructure.

SpeakingTest

• 11questions

• Example:Readingprepared

textaloud

Theinstructionalcontentandlearningmoduleswithineachthemecontainverbalinstruction

accompaniedbywrittentext,helpingthestudentlearnpronunciation,intonation,sentence

cohesionandsyllabicstress.

NYCEnglishoffersvoiceanalyzationallowingtheusertorecordsentencesandvocabularywords

andreceiveinstantfeedbackonarticulationandenunciation.Studentsareprovidedanunlimited

numberofattempts.

WritingTest

• 8questions

• Example:Writinganessay

expressingpersonalopinion

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Section4–CorrelationtoInternationalEnglishLanguageTestingSystem(ILETS)

TheILETSexamhastwodifferentversions.

1–ILETSAcademic

For test takers who want to study at the University level in an English-speaking country, pursue specialized

education/training,ormeetthestandardsrequiredbyaprofessionorenployer.

2–ILETSGeneral

Fortesttakersseekingtowork,studyatasecondaryschool,ormigratetoanEnglish-speakingcountry.

The general format for both tests is the same. The primary distinction is in content and tasks, both of which

requireamoretechnicalunderstanding(e.g.,interpretatingachartorgraph)fortheILETSAcademicversion.

ILETSSECTIONS NYCENGLISHMETHODOLOGY

Listening• Testtakerslistentofourrecordedtexts,

monologues,andconversationsbyarangeof

nativespeakers,andwritetheiranswerstoa

seriesofquestions

• Examplerecording:Aconversationbetween

uptofourpeoplesetinaneducationalor

trainingcontext,e.g.auniversitytutoranda

studentdiscussinganassignment

NYCEnglishhas90Themeswithatleast10modulesineach.Each

modulecontainslisteningcomponentswithtexts,monologues,native

Englishspeakers,andwritingcomponents.

Exercisesineachthemecompriseoflisteningcomponentswhere

studentsanswerspecificquestionsrelatedtothetheme.

Therearetwosetsofexercisespertheme.

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ILETSSECTIONS NYCENGLISHMETHODOLOGY

Reading

• TheReadingsectionconsistsof40questions,designedtotestawiderangeofreadingskills.

• Thegeneraltestincludesextractsfrombooks,

magazines,advertisements,andother

materialsfoundonadailybasisinEnglish-

speakingenvironment.

• Theacademictestincludesthreelongtexts,

whichrangefromthedescriptiveandfactual

tothediscursiveandanalytical.Theseare

takenfrombooks,journals,magazinesand

newspapers.

NYCEnglishhasReadingcomponentsinterspersedthroughoutits

modules.Readingtextsincludequestion/answer,descriptive,

cause/effect,persuasive,andnarrative,tonameafew.

Studentsreadandrespondtopassageseitherverballyorwithawritten

response.

Usersreadallvocabulary,texts,andgrammaravailable.

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ILETSSECTIONS NYCENGLISHMETHODOLOGY

Speaking

TheSpeakingcomponentassessesthetest

taker’suseofspokenEnglish.Everytestis

digitallyrecordedandconsistsofthreeparts:

• Part1-Testtakersanswergeneralquestions

aboutthemselvesandarangeoffamiliar

topics,suchastheirhome,family,work,

studiesandinterests

• Part2-Testtakersaregivenabooklet,which

asksthemtotalkaboutaparticulartopic.

Theyhaveoneminutetopreparebefore

speakingforuptotwominutes.Theexaminer

mayaskoneortwoquestionsonthesame

topictofinishthispartofthetest

• Part3-Testtakersareaskedfurther

questionswhichareconnectedtothetopicin

Part2.Thesequestionsgivethecandidatean

opportunitytodiscussmoreabstractissues

andideas.Itisstructuredinsuchawaythat

doesnotallowtesttakerstorehearseset

responsesbeforehand

NYCEnglishhastwosuites(IntermediateConversationandAdvanced

Conversation),whichemphasizespeakingcomponentsthroughouteach

theme.NYCEnglishoffersavoiceanalyzerwhichallowsthestudentto

recordsentencesandvocabularywordsandanalyzeswhatwas

recorded.

Studentsreceiveimmediatefeedbackandanunlimitednumberof

attemptstogetthepronunciationcorrect.

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Section5–CorrelationtoTeachersofEnglishtoSpeakersofOtherLanguages(TESOL)

TheEnglishtoSpeakersofOtherLanguages(TESOLorESOL)testisdesignedtomeasurebasiclinguisticand

pedagogicalknowledgewithinthecontextofteachingESOLinelementaryorsecondaryschools.

TESOLhasfourdomains(listening,reading,writing,speaking)andfivelevelsoflanguageproficiency:

Level1–Starting

Level2–Emerging

Level3–Developing

Level4–Expanding

Level5–Bridging

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TESOLDOMAINS NYCENGLISHMETHODOLOGY

Reading

Englishlanguagelearnersprocess,interpret,and

evaluatewrittenlanguage,symbols,andtextwith

understandingandfluency.Learningtoreadina

secondlanguagemaybeenhancedorhinderedby

astudent’slevelofliteracyintheirnative

language.Studentswhohaveastrongfoundation

inreadingintheirfirstlanguagebringwiththem

skillsthatcanbereadilytransferredintheprocess

oflearningtoreadinEnglish.

NYCEnglishhasreadingcomponentsinsterspersedthroughoutits90themes.

Readingtextsincludequestion/answer,descriptive,cause/effect,persuasive,and

narrative.

Usersreadandrespondtopassageseitherverballyorwithawrittenresponse.

Usersreadallvocabulary,texts,andgrammaravailable.

NYCEnglishofferstwoexercisemodulesperthemewhichallowsstudentsto

practicetheirreadingskillsinvariousformats.Inadditiontoitscurriculum,NYC

Englishhasaplacementtestwhichcontainstextsandpassagesfortesting

purposes.

Listening

Listeningisanactiveskill.Byhighlightingan

assortmentoflisteningtasksacrossstandards,the

needtoinvolvestudentsinactivelisteningand

purposefullisteningskillsdevelopmentbecomes

clear.

NYCEnglishhas90themeswithatleast10modules.Eachmodulecontains

listeningcomponentswithtexts,monologues,nativeEnglishspeakers,andwriting

components.Exercisesineachthemecontainlisteningcomponentswhere

studentsanswerspecificquestionsrelatedtothetheme.Therearetwosetsof

exercisesperthemewhichshowvarioustypesoflisteningstrategies.

NYCEnglishoffersavoiceanalyzerallowingtheusertorecordsentencesand

voabularywordswhileanalyzingitscontents.Studentsreceiveimmediate

feedback.

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TESOLDOMAINS NYCENGLISHMETHODOLOGY

Speaking

Englishlanguagelearnersengageinoral

communicationinavarietyofofsituationsfora

varietyofpurposesandinawidespectrumof

settings.Aspartoftheoralcommunication,

studentsareconstantlyusinglanguagein

meanginfulinteractionwithothers.

EachofNYCEnglish’sthreesuitescontainspeakingcomponentsthroughteach

theme.

NYCEnglishoffersavoiceanalyzerallowingthestudenttorecordsentencesand

vocabularywordswhileanalyzingwhatwasrecorded.

Studentsreceiveimmediatefeedbackandanunlimitednumberofattempts.

Writing

Englishlangagelearnersusewritten

communicationforavarietyofpurposesand

audiences.Writingcanbeusedtoexpress

meaningthroughdrawing,symbols,ortext.

IntermediateandAdvancedConversationscontainwritingprompts.Thelearner

hearstheprompt,seesanexampleoftheprompt,andisaskedtowriteaboutthe

prompt.Theuserhasfiveopportunitiestosubmitaproperessay.Essaysinclude

varioustypes:narrative,descriptive,persuasive,argumentative.Theteachermay

writeand/orcorrectwhatthestudentsubmitseachtime.

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TESOLDOMAINS NYCENGLISHMETHODOLOGY

Level1–Starting

Atlevel1,studentsinitiallyhavelimitedorno

understandingofEnglish.TheyrarelyuseEnglishfor

communication.Theyrespondnonverballytosimple

commands,statements,andquestions.

Astheiroralcomprehensionincreases,theybeginto

imitatetheverbalizationsofothersbyusingsingle

wordsorsimplephrases,andtheybegintouseEnglish

spontaneously.Attheearlieststage,theselearners

constructmeaningfromthetextprimarilythough

illustrations,graphs,maps,andtables.

BeginningConversationisthefirstlevelinNYCEnglish.Ithas30themes

whichinclude8-12lessonsineach.Thebeginningthemeemphasizes

simplewordsandsentencestointroducethelearnertoeasyEnglishterms.

Learnersareabletopracticespeaking,reading,listening,atthislevel.

Picturesandgraphsassistthelearnertounderstandwordsandphrases

used.

Grammarandpronunciationareintroducedtoo,sothatthelearnerwill

begintobuildbasicknowledgeofsoundandwordconstruction.

NYCEnglishprovidesadditionalsupportbyprovidingNativeLanguage

Translation(NLT)withineachtheme.

Level2–Emerging

Atlevel2,studentscanunderstandphrasesandshort

sentences.Theycancommunicatelimitedinformation

insimpleeverydayandroutinesituationsbyusing

memorizedphrases,groupsofwords,andformulae.

Theycanuseselectedsimplestructurescorrectlybut

stillsystematicallyproducebasicerrors.Studentsbegin

tousegeneralacademicvocabularyandfamiliar

everydayexpressions.Errorsinwritingarepresentand

hindercommunication.

LearnersatthislevelcancontinuetouseBeginningConversationsbutmay

progresstowardhighermoduleswithmoreadvancedconcepts.

NYCEnglishprovidesavoiceanalyzerfeatureforlearnerstorecord

vocabularywordsandphrases.

Thecurriculumisscaffoldedsothatthelearnerencountersmoredifficult

componentsasthelearnerprogressesthorughthethemes.

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TESOLDOMAINS NYCENGLISHMETHODOLOGY

Level3–Developing

Atlevel3,studetnsunderstandmorecomplex

speechbutstillmayrequiresomerepetition.

TheyuseEnglishspontaneouslybutmayhave

difficultyexpressingalltheirthoughtsduetoa

restrictedvocabularyandalimitedcommandof

languagestructure.

Studentsatthislevelspeakinsimplesentences,

whicharecomprehensibleandappropriate,but

whicharefrequentlymarkedbygrammatical

errors.Proficiencyinreadingmayvary

considerably.

Studentsaremostsuccessfulconstructing

meaningfromtextsforwhichtheyhave

backgroundknowledgeuponwhichtobuild.

IntermediateConversationsisthesecondlevelinNYCEnglish.Ithas30thems

whichinclude10-15lessonsineach.Itisalsocomprisedofmorecomplexterms

andsentences.

Learnersareabletopracticespeaking,reading,andlisteningatthislevel.

Continuousthoughoutthisthemearepictures,graphics,grammar,and

pronunciation.

NYCEnglishintroducesthewritingcomponentwherelearnersread,listen,and

practicefromaprompt.

NativeLanguageTranslationisalsoavailableinthistheme.

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TESOLDOMAINS NYCENGLISHMETHODOLOGY

Level4–Expanding

Atlevelfour,astudent’slanguageskillsare

adequateformostday-to-daycommunication

needs.TheycommunicateinEnglishinnewand

unfamiliarsettingsbuthaveoccassionaldifficulty

eithcomplexstructureandabstractconcepts.

Studentsmayreadwithconsiderablefluencyand

areabletolocateandidentifyspecificfactswithin

atext.However,theymaynotunderstandtextsin

whichtheconceptsarepresentedina

cecontextualizedmanner,thesentencestructure

iscomplex,orthevocabularyisabstract,

technical,orcolloquial.

Theycanreadindependentlybutmayhave

occassionalcomprehensionproblems,especially

whenprocessinggrade-levelinformation.

LearnerscontinuetouseIntermediateConversationsandmayprogressthrough

thethirdlevel,AdvancedConversation.Theadvancedmodulehas30themes

whichinclude12-18lessonsineach.

Italsocontainsmoreadvancedvocabulary,writingprompts,andpronunciation.

Learerswillhearconversationlinesatnormaltofasterpacethanprevious

modules.

Learnerscanrecordanswersandwriteresponseswitheverythingbeingrecorded

ontheirdashboards.

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TESOLDOMAINS NYCENGLISHMETHODOLOGY

Level5–Bridging

Atlevelfive,studentscanexpressthemselves

fluentlyandspontaneouslyonawiderangeof

personal,general,academic,orsocialtopicsina

varietyofcontexts.

Theyarepoisedtofunctioninanenvironment

withnativespeakingpeerswithminimallanguage

supportroguidance.

Studentshaveagoodcommandoftechnicaland

academcivocabularyaswellofidiomatic

expresstionsandcolloqualisms.

Theycanproduceclear,flowing,wel-structured

textsfodiffereinglengthsanddegreesof

linguisticcomplexity.Errorsareminimal,difficult

tospot,andgenerallycorrectedwhentheyoccur.

NYCEnglish’shighestandmostdifficultlevelisAdvancedConversation.It

contains30themsewith12-18lessonsineach.

Whileitmimicsthepreviousmodulesinstructureandmethodology,itscontent

ismorechallenging.Vocabulary,writingprompts,grammarandpronunciation

lessonsarebasedonpreviousknowledge.

Wordsarespokenatanormalconversationpace.Nativelanguagetranslations

arenolongeravailable,however,thelearnercanwatchthevideosandhear

wordsasmanytimesasneeded.

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Section6–CorrelationtoCommonEuropeanFrameworkofReferenceforLanguages(CEFR)

TheCEFRdescribesforeignlanguageproficiencyatsixlevels:A1andA2,B1andB2,C1andC2.

Based on empirical research andwidespread consultation, this schememakes it possible to compare tests and

examinations across languages and national boundaries. It also provides a basis for recognizing language

qualificationsandthusfacilitatingeducationalandoccupationalmobility.

It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language

syllabusesandcurriculumguidelines,thedesignofteachingandlearningmaterials,andtheassessmentofforeign

languageproficiency.

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LEVELGROUP

LEVEL DESCRIPTION NYCENGLISHCONTENT

A1

Breakthrough

orbeginner

• Canunderstandandusefamiliareveryday

expressionsandverybasicphrasesaimedatthe

satisfactionofneedsofaconcretetype

• Canintroducethemselvesandothersandcanaskand

answerquestionsaboutpersonaldetailssuchas

wheretheylive,peopletheyknowandthingsthey

have

• Caninteractinasimplewayprovidedtheother

persontalksslowlyandclearlyandispreparedto

help

BeginningConversation

Lesson1:Greetingothers

Lesson2:Askingpersonalquestions

Lesson5:Describingmyhouse

Lesson6:Describingpublicplaces

AlllessonscontainNativeEnglishand

everydayexpressions.

A

BasicUser

A2

Waystageor

elementary

• Canunderstandsentencesandfrequentlyused

expressionsrelatedtoareasofmostimmediate

relevance(e.g.verybasicpersonalandfamily

information,shopping,localgeography,employment)

• Cancommunicateinsimpleandroutinetasks

requiringasimpleanddirectexchangeofinformation

onfamiliarandroutinematters

• Candescribeinsimpletermsaspectsoftheir

background,immediateenvironmentandmattersin

areasofimmediateneed

BeginningConversation

Lesson3:Talkingaboutmyfamily

Lesson8:Describingothers

Lesson15:Gettingaroundthecommunity

Lesson14:Askingforandgiving

AlllessonscontainNativeEnglishand

everydayexpressions.

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LEVELGROUP

LEVEL DESCRIPTION NYCENGLISHCONTENT

B1

Thresholdor

intermediate

• Canunderstandthemainpointsofclearstandard

inputonfamiliarmattersregularlyencounteredin

work,school,leisure,etc.

• Candealwithmostsituationslikelytoarisewhile

travellinginanareawherethelanguageisspoken

• Canproducesimpleconnectedtextontopicsthatare

familiarorofpersonalinterest

• Candescribeexperiencesandevents,dreams,hopes

andambitionsandbrieflygivereasonsand

explanationsforopinionsandplans

BeginningConversation

Lesson2:Askingpersonalquestions

Lesson3:Talkingaboutmyfamily

Lesson7:Jobsandprofessions

Lesson17:Hobbiesandinterests

AdvancedConversation2

Lesson6:Television

Lesson7:Movies

Lesson11:PublicEducation

AdvancedConversation3

Theme1:MarriageandFamily

Theme6:Business

BIndependent

user

B2

Vantageor

upper

intermediate

• Canunderstandthemainideasofcomplextexton

bothconcreteandabstracttopics,includingtechnical

discussionsintheirfieldofspecialization

• Caninteractwithadegreeoffluencyandspontaneity

thatmakesregularinteractionwithnativespeakers

quitepossiblewithoutstrainforeitherparty

• Canproduceclear,detailedtextonawiderangeof

subjectsandexplainaviewpointonatopicalissue

givingtheadvantagesanddisadvantagesofvarious

options

AdvancedConversation1Theme1:TalkingAboutExtendedFamily

AdvancedConversation3Theme1:MarriageandFamily

Theme6:Business

Theme8:AirportsandAirTravel

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LEVELGROUP

LEVEL DESCRIPTION NYCENGLISHCONTENT

C1

Effective

operational

proficiencyor

advanced

• Canunderstandawiderangeofdemanding,longer

clauses,andrecognizeimplicitmeaning

• Canexpressideasfluentlyandspontaneously

withoutmuchobvioussearchingforexpressions

• Canuselanguageflexiblyandeffectivelyforsocial,

academicandprofessionalpurposes

• Canproduceclear,well-structured,detailedtexton

complexsubjects,showingcontrolleduseof

organizationalpatterns,connectorsandcohesive

devices

AdvancedConversation2

Lesson5:MusicandMusical

Instruments

Lesson6:Television

Lesson7:Movies

AdvancedConversation2

Theme2:DescribingPersonalities

Theme7:Movies

CProficient

user

C2

Masteryor

proficiency

• Canunderstandwitheasevirtuallyeverythingheard

orread

• Cansummarizeinformationfromdifferentspoken

andwrittensources,reconstructingargumentsand

accountsinacoherentpresentation

• Canexpressthemselvesspontaneously,veryfluently

andprecisely,differentiatingfinershadesofmeaning

eveninthemostcomplexsituations

BeginningConversationandAdvancedConversationI,II,andIIIcontainopportunitiesforstudentstouseits

voiceanalyzerwhenspeakingspecific

textsandvocabulary.

AdvancedConversationI,II,andIIIContaintextsaboutvarioustopics.

Writingpromptsaregivenbasedonthe

texts.Studentsareaskedtowrite

narrative,persuasive,and/ordescriptive

responses.Exercisesineachtheme

allowtheopportunityforstudentsto

converseandexplorevarioustopics.