c2 mastery level syllabus - gymnazium-prazacka.cz · c2 topics personal identification • personal...
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A1
IESOL & ISESOL
SKILLS, TOPICS, FUNCTIONS, AND GRAMMAR
C2 MASTERY LEVEL SYLLABUS
LanguageCertA PeopleCert brand
C2 – Mastery level requirementsSkills, Topics, Functions and Grammar
C2
C2 – Mastery level requirementsSkills, Topics, Functions and Grammar
Skills
Listening
The candidate will be able to:understand virtually everything spoken regardless of the rate of delivery•follow short conversations both formal and informal in a comprehensive range of situations, •understanding gist, context, purpose, function and recognising subtly expressed attitudes, feelings and opinionsunderstand sophisticated narratives, sequences, explanations and subtle arguments•recognise the function of short utterances which may contain idiomatic/colloquial English •(see also Grammar and Functions sections)follow a discussion which may be academic or professional to identify gist, detail, purposes •and key ideas and distinguish between fact and opinionextract and reproduce key information from announcements, media broadcasts, •presentations and lectures on abstract and concrete topics of general, academic and professional interestfollow a complex argument even when it is not clearly structured.•
Phonological featuresconsistently recognise how subtle changes of intonation, pitch and/or stress affect •meaningconsistently recognise subtle expressions of feelings, moods, attitudes, important points •and opinions expressed through stress, pitch and intonation.
Rangeunderstand ideas, arguments and descriptions regardless of their structure and •considerable complexityunderstand a very wide range of vocabulary including terms used in academic and •professional discourse.
Registerconsistently recognise degrees of subtle distinction used by speakers in different types of •utterances.
Understanding gistconsistently understand the main ideas of complex extended discourse even when the topic •is unfamiliar.
Understanding detailconsistently extract most points of detail from extended discourse even when the topic is •unfamiliar.
C2
Reading
The candidate will be able to:understand with ease virtually all types of authentic written texts of different purposes and •style and those dense in complex structuresunderstand the main ideas of all forms of written language, including lengthy abstract, •structurally or linguistically complex texts or highly idiomatic, literary and non-literary writing on a wide range of professional, academic and social topicsgather specific information from different parts of a text or from different texts•understand descriptions and narratives in which language is used to create different •sophisticated and subtle effectsunderstand lengthy texts containing complex instructions or explanations on specialist •subjectsunderstand texts concerned with contemporary issues in which the writers adopt •particular viewpoints, identifying finer points of attitude and implied opinions, and follow complex lines of reasoning.
Rangeunderstand a wide range of texts, hardly ever being impeded by any lexical features•understand almost all grammatical structures and features.•
Registerunderstand subtleties in the use of register across a wide range of situations, including •those involving tact and diplomacy.
Text structurerecognise how textual features are used to achieve purposes in texts including those •containing images, graphical and tabular dataunderstand the different ways in which meaning is built up in abstract, structurally or •linguistically complex textsunderstand a full range of discourse markers adapted to context and register.•
Writing
The candidate will be able to:write well-structured texts on complex or abstract subjects•write clear, smoothly flowing, complex formal letters, reports or articles in styles fully •appropriate to purpose and target readershipdescribe or narrate in an assured natural manner consistently maintaining the style •appropriate to purposedevelop cogent and smoothly flowing arguments•use all punctuation marks accurately and effectively•spell correctly words used in more specialised contexts such as business, academic and •international affairsmaintain consistent control of complex grammatical structures•use a very wide range of vocabulary demonstrating ability to distinguish between finer •shades of meaninguse idioms appropriately and naturally•
C2
use a full range of structures to achieve different styles and purposes•consistently use appropriate register in a wide range of contexts including those requiring •sensitive and tactful responsesuse a range of linguistic devices to create coherent and cohesive writing•structure texts logically using linguistic markers to enable the reader to understand •significant points.
The text types candidates at this level will be required to produce are as follows:
letter •email message•article•report•description•narrative•simple argument•
Candidates must demonstrate awareness of and ability to use a variety of registers in a variety of contexts. The extent of each text to be produced by candidates is up to 300 words.
Speaking
The candidate will be able to:display a comprehensive and reliable mastery of the language with no sign of having to •restrict what is saidcommunicate personal information, feelings, ideas and opinions on a very wide range of •topics including contemporary issuescommunicate in all situations using a very wide range of language functions•engage in discussion to express and elicit opinion, defend and justify opinions when •challenged, persuade someone to a point of view, try to reach agreement or perform a specific taskprovide sophisticated explanations, descriptions, narratives, account for or report on a •complex subject, convey subtleties of meaning, integrate sub-themes and come to an appropriate conclusion.articulate correctly and use stress and intonation patterns naturally to highlight, •emphasise, and modify meaning.maintain consistent grammatical control of complex language.•display a good command of idiomatic expressions and colloquialisms with awareness of •connotative levels of meaning, conveying subtleties by using a wide range of modification devicesadjust register appropriately across a range of situations unhampered by linguistic •limitations.produce clearly flowing, well-structured speech with an effective logical management of •the discourse, highlighting significant pointsproduce coherent and cohesive discourse using a variety of organisational patterns, a •wide range of connectors and other cohesive devices and backtracking and reformulating seamlesslyinteract skilfully and confidently with fully natural turn taking, referencing and allusion •making.
C2
Topics
PERSONAL IDENTIFICATIONpersonal details•occupation•family•likes and dislikes•physical appearance•first language•character•image•personal learning style•
HOUSE AND HOME & LOCAL ENVIRONMENT
types of accommodation•interior design•local & regional services/amenities•regional geographical features•national flora and fauna•region-specific phenomena•demographics•
DAILY LIFEat home•at work•income•prospects•stress•money management•life plans•
FREE TIME, ENTERTAINMENTleisure, hobbies and interests•TV, radio, cinema, theatre•computer, internet•intellectual/artistic pursuits•sports•press•music•photography•the written word (reading, •letterwriting, diaries etc)exhibitions, museums•leisure/work ratio•the social importance of leisure•
TRAVELpublic & private transport•traffic & traffic control•‘green’ travel•holidays•accommodation•entering and leaving a country•common currency eg. the euro•migration•travel restrictions & border controls•
RELATIONS WITH OTHER PEOPLEfamily relationships•friendship•manners•social conventions•anti-social behaviour•tolerance & respect•
SHOPPINGshopping facilities•foodstuffs•clothes, fashion•household articles•prices•ethical shopping•retail therapy•consumerism•
FOOD AND DRINKeating habits•sourcing food locally•fast food•organic food•year round availability•diets•food fashions•genetically modified food•cookery•
SERVICEScommunications•financial services•emergency services•leisure facilities•care for the elderly•IT in the community•diplomatic services•employment agencies•government•
C2
PLACES & LOCATIONsatellite navigation systems•World Heritage sites•locating motorways and airports•protecting open spaces•how geography affects people•alternative places to live eg. •underwater, on Marsliving in hostile environments•
LANGUAGEforeign language ability•accents and dialects•preserving minority languages•bilingualism•universal languages eg. Esperanto•body language•language and culture•
WEATHERclimate and weather•weather forecast•climate change•extreme weather•weather and mood•effect of weather on lifestyle•
MEASURES AND SHAPESstatistics•processes•importance of maths in everyday •lifedesign•
EDUCATIONschooling•subjects•qualifications and examinations•education systems•teaching and learning•knowledge versus skills•a basic human right•
THE ENVIRONMENTrecycling•pollution•global warming•endangered species•future of the planet•individual’s/society’s •responsibilities
BELIEFSthe paranormal & supernatural•superstitions•unexplained phenomena eg. UFOs, •coincidences etc.
ARTSmodern art, theatre, architecture•classical art, theatre, architecture•literature•popular culture•youth culture•
SCIENCE & TECHNOLOGYscientific development•space exploration•power of the computer•important inventions•genetic modification•ethics•animal testing•the limits of human endeavour•
SOCIETYindividual rights•family life•parental responsibilities•social responsibilities•equal opportunities•human rights•citizenship•the global village•world events•world economy•
C2
Functions
PERSONAL ENVIRONMENTasking for and giving personal •informationdescribing where one lives •(accommodation, area etc)asking and answering questions •for confirmation, information, identificationdescribing people, places, things•correcting information•explaining routines•narrating and describing past, •present and future eventscomparing things, people•reporting facts, actions•stating facts, actions•giving descriptions and •specifications.
ExPRESSING THOUGHTS, FEELINGS AND ATTITUDES
expressing and asking about •agreement or disagreementdenying something•expressing agreement reluctantly •or with reservationsconceding, demurring•expressing views and feelings with •reasonsasserting and asking about •knowledge or ignorance of something or someonestating whether a person, thing or •action is remembered or forgottenenquiring of someone else whether •a person, thing or action is remembered or forgottenstating and asking about degrees •of probabilityexpressing, denying or asking •about necessity (including logical deduction)stating and asking about one’s •certainty or uncertainty of somethingreminding someone to do •somethingexpressing doubt, incredulity, •bewildermenthypothesising•speculating•stating and asking about one’s •ability or inability to do something
stating and enquiring about •one’s obligation (or lack of) to do somethingseeking, granting or denying •permissionstating and asking about the •permissibility of doing somethingexpressing and asking about •wishes, hopes, expectationsexpressing and asking about •wants, desires, needsstating and asking about intention•stating, responding to and asking •about preferenceexpressing and asking about likes •and dislikes, with reasonsexpressing and asking about (dis)•pleasure, (un)happinessexpressing and asking about •satisfaction or dissatisfactionexpressing disappointment•expressing gratitude•expressing and asking about •interest or lack of itexpressing surprise or lack of it•expressing and asking about fear, •anxietygiving reassurance•expressing regret, sympathy, •condolenceexpressing fellow-feeling, empathy•expressing and asking about pain, •anguish, sufferingexpressing relief•expressing indifference•expressing fatigue, resignation•offering and accepting an apology•granting forgiveness•expressing and asking about •approval, appreciation or disapprovalexpressing moral obligation•expressing regret•accepting, attaching or denying •blame for something.
MAKING THINGS HAPPENresponding to a request•requesting something, or •requesting someone to do somethinginviting someone to do something•accepting or declining an offer or •invitationgiving instructions or orders•
C2
giving and asking for advice•responding to or rejecting advice, •with reasonswarning others to be careful or to •stop doing somethingoffering and requesting assistance•insisting politely•persuading someone to do •somethingsuggesting a course of action•asking for, responding to, agreeing •to or rejecting suggestions with reason/alternativemaking and agreeing plans and •arrangementsencouraging someone to do •somethingreaching a compromise•negotiating a result•prohibiting someone from doing •somethingmaking a complaint•refusing to do something, •expressing defiancepleading with someone to do •something.
SOCIAL CONTACTgetting someone’s attention•greeting people and responding to •greetingsexpressing thanks•addressing somebody•making and responding to formal •and informal introductionsopening, closing a formal or •informal conversationcongratulating someone•praising someone•paying someone a compliment•asking someone’s opinion•making someone feel welcome•giving and responding to •constructive criticismindicating lack of understanding•giving and asking for clarification, •explanation or definition of something
confirming one’s own or another’s •understandingasking someone to repeat all or •part of somethingasking someone to speak more •slowlyasking for help in finding words or •phrasesasking for and giving the spelling •and meaning of wordscounting and using numbers•asking for and telling people the •time, day, dateinterrupting politely•objecting, protesting•exemplifying or emphasising a •pointclassifying, generalising, defining •somethingencouraging another speaker to •continueindicating a wish to continue or •finish speakingsumming up•taking leave•observing telephone conventions•observing letter-writing •conventions.
C2
Gra
mm
ar
Plea
se n
ote
that
:Ca
ndid
ates
are
req
uire
d to
pos
sess
all
stru
ctur
es d
escr
ibed
in th
e le
vel(s
) bel
ow th
em•
Com
mun
icat
oras
Ach
ieve
r an
d in
add
ition
Expe
rtas
Com
mun
icat
or a
nd in
add
ition
Mas
tery
as E
xper
t and
in a
dditi
on
Sim
ple,
com
poun
d an
dco
mpl
exse
nten
ces
with
subo
rdin
ate
clau
ses
wor
d or
der
in s
ente
nces
with
mor
e th
an
•on
e su
bord
inat
e cl
ause
ther
e ha
d be
en•
use
of c
omm
on c
onju
nctio
ns e
xpre
ssin
g •
cont
rast
, pur
pose
, con
sequ
ence
, con
di-
tion,
con
cess
ion
non-
defin
ing
rela
tive
clau
ses
•de
finin
g re
lativ
e cl
ause
s w
ith
•w
here
, w
hose
, w
hen
defin
ing
rela
tive
clau
ses
with
out r
elat
ive
•pr
onou
nspa
rtic
ipia
l cla
uses
des
crib
ing
actio
n w
ith
•–i
ng
wor
d or
der
in c
ompl
ex s
ente
nces
, •
incl
udin
g or
der
sele
cted
for
emph
asis
ther
e co
uld
be/w
ould
be/
shou
ld b
e•
coul
d ha
ve/w
ould
hav
e/sh
ould
hav
e•
wid
er r
ange
of c
onju
nctio
ns in
clud
ing
•on
co
ndit
ion
that
, pr
ovid
ed t
hat
com
para
tive
clau
ses
•m
ore
com
plex
par
ticip
ial c
laus
es
•de
scrib
ing
actio
n w
ith -
ed
full
rang
e of
con
junc
tions
•
C2
Verb
for
ms
Com
mun
icat
oras
Ach
ieve
r an
d in
add
ition
Expe
rtas
Com
mun
icat
or a
nd in
add
ition
Mas
tery
as E
xper
t and
in a
dditi
on
Verb
form
sPr
esen
t/Pa
st r
efer
ence
:pr
esen
t per
fect
con
tinuo
us• Pa
st r
efer
ence
:pa
st p
erfe
ct• O
ther
:si
mpl
e pa
ssiv
e•
use
of 2
•nd
and
3rd c
ondi
tiona
lve
rbs
+ (o
bjec
t) +
ger
und
or in
finiti
ve
•su
ch a
s w
ould
like
som
eone
to
do
som
ethi
ng,
+ s
ugge
st d
oing
som
ethi
ngca
usat
ive
use
of
•ha
ve a
nd g
etre
port
ed s
peec
h w
ith a
ran
ge o
f ten
ses
•w
ider
ran
ge o
f phr
asal
ver
bs s
uch
as
•gi
ve u
p, h
old
out
repo
rted
req
uest
s an
d in
stru
ctio
ns•
ques
tion
tags
usi
ng te
nses
app
ropr
iate
•
to th
is le
vel
all v
erb
form
s ac
tive
and
pass
ive
• Oth
er:
wou
ld•
exp
ress
ing
habi
t in
the
past
mix
ed c
ondi
tiona
ls•
repo
rted
spe
ech
with
full
rang
e of
•
tens
es a
nd in
trod
ucto
ry v
erbs
exte
nded
phr
asal
ver
bs s
uch
as
•ge
t ro
und
to,
carr
y on
wit
hqu
estio
n ta
gs u
sing
all
tens
es•
impe
rativ
e +
que
stio
n ta
g•
cont
ract
ed fo
rms
appr
opria
te to
this
•
leve
l
as E
xper
t•
C2
Mod
als,
nou
ns, pre
pos
itio
ns
Com
mun
icat
oras
Ach
ieve
r an
d in
add
ition
Expe
rtas
Com
mun
icat
or a
nd in
add
ition
Mas
tery
as E
xper
t and
in a
dditi
on
Mod
als
ough
t to
• (o
blig
atio
n)ne
gativ
e of
•
need
and
hav
e to
to e
xpre
ss
abse
nce
of o
blig
atio
nm
ust/
can’
t•
(ded
uctio
n)
shou
ld h
ave/
mig
ht h
ave/
may
hav
e/•
coul
d ha
ve/m
ust
have
and
neg
ativ
e fo
rms
of th
ese
can’
t ha
ve,
need
n’t
have
•
as E
xper
t•
Nou
nsw
ider
ran
ge o
f nou
n ph
rase
s w
ith p
re-
•an
d po
st-m
odifi
catio
nw
ord
orde
r of
det
erm
iner
s, e
g a
•ll
my
book
s
exte
nded
ran
ge o
f com
plex
nou
n •
phra
ses
as E
xper
t•
Prep
ositi
ons
and
prep
ositi
onal
phra
ses
wid
er r
ange
of p
repo
sitio
ns in
clud
ing
•de
spit
e, in
spi
te o
fco
lloca
tions
of v
erbs
/nou
ns +
•
prep
ositi
ons
such
as
poin
t at
, ha
ve a
n in
tere
st in
prep
ositi
on
•+
-in
g fo
rm s
uch
as a
fter
le
avin
g
prep
ositi
on +
hav
ing
+ p
ast p
artic
iple
•
such
as
havi
ng e
aten
as E
xper
t•
C2
Art
icle
s, d
eter
min
ers,
adje
ctiv
es, ad
verb
s, i
nten
sifi
ers
Com
mun
icat
oras
Ach
ieve
r an
d in
add
ition
Expe
rtas
Com
mun
icat
or a
nd in
add
ition
Mas
tery
as E
xper
t and
in a
dditi
on
Artic
les
defin
ite, i
ndefi
nite
and
zer
o ar
ticle
with
•
both
cou
ntab
le a
nd u
ncou
ntab
le n
ouns
in
a r
ange
of u
ses
as C
omm
unic
ator
•as
Exp
ert
•
Adje
ctiv
esco
mpa
rison
s w
ith
•fe
wer
and
less
collo
catio
n of
adj
ectiv
e +
pre
posi
tion
•su
ch a
s re
spon
sibl
e fo
r
as C
omm
unic
ator
•as
Exp
ert
•
Adve
rbs
adve
rbia
l phr
ases
of d
egre
e, e
xten
t, •
prob
abilit
yco
mpa
rativ
e an
d su
perla
tive
of a
dver
bs•
as C
omm
unic
ator
•as
Exp
ert
•
Inte
nsifi
ers
wid
e ra
nge,
incl
udin
g •
extr
emel
y, m
uch,
to
oco
lloca
tion
of in
tens
ifier
s w
ith a
bsol
ute
•an
d re
lativ
e ad
ject
ives
suc
h as
ab
solu
tely
gor
geou
s, v
ery
pret
ty
as E
xper
t•
C2
Pun
ctua
tion
and
spel
ling
Com
mun
icat
oras
Ach
ieve
r an
d in
add
ition
Expe
rtas
Com
mun
icat
or a
nd in
add
ition
Mas
tery
as E
xper
t and
in a
dditi
on
Artic
les
mul
tiple
use
s of
com
mas
•us
e of
apo
stro
phes
for
poss
essi
on a
nd
•om
issi
onus
e of
oth
er p
unct
uatio
n to
enh
ance
•
mea
ning
accu
rate
use
of a
ll pu
nctu
atio
n•
as E
xper
t•
Adje
ctiv
esth
e co
rrec
t spe
lling
of w
ords
use
d in
•
wor
k, s
tudi
es a
nd d
aily
life
the
corr
ect s
pellin
g of
wor
ds u
sed
in
•w
ork,
stu
dies
and
dai
ly li
fe in
clud
ing
fam
iliar
tech
nica
l wor
ds
the
corr
ect s
pellin
g of
wor
ds u
sed
in
•m
ore
spec
ializ
ed c
onte
xts
(suc
h as
bu
sine
ss, ac
adem
ia, in
tern
atio
nal
affa
irs)
Dis
cour
seC
omm
unic
ator
as A
chie
ver
and
in a
dditi
onEx
pert
as C
omm
unic
ator
and
in a
dditi
onM
aste
ryas
Exp
ert a
nd in
add
ition
Dis
cour
sea
rang
e of
dis
cour
se m
arke
rs
•ex
pres
sing
add
ition
, cau
se a
nd e
ffect
, co
ntra
st (h
owev
er),
sequ
ence
and
tim
e (a
t a
late
r da
te)
mar
kers
to s
truc
ture
spo
ken
disc
ours
e •
(as
I was
say
ing)
use
of e
llipsi
s in
info
rmal
spe
ech
and
•w
ritin
g (s
ound
s go
od)
a ra
nge
of lo
gica
l mar
kers
(•
in t
his
resp
ect,
acc
ordi
ngly
)se
quen
ce m
arke
rs (
•su
bseq
uent
ly)
a w
ider
ran
ge o
f dis
cour
se m
arke
rs to
•
stru
ctur
e fo
rmal
and
info
rmal
spe
ech
(can
we
now
tur
n to
)
a fu
ll ra
nge
of d
isco
urse
mar
kers
•
adap
ted
to c
onte
xt a
nd r
egis
ter