Speakout follows a balanced approach to topics, language development and skills work. Speaking activities are prominent, but not at the expense of the other core skills of reading, writing and listening, which are developed systematically throughout.

Speakout is a comprehensive English course that helps adult learners gain confidence in all skills areas using authentic materials from the BBC. With its wide range of support material, it meets the diverse needs of learners in a variety of teaching situations and helps bridge the gap between the classroom and the real world.

Speakout Elementary

Moving from A1 to A2 on the Common European Framework of Reference for Languages (CEFR) involves building on the foundational skills acquired at the beginner level.

is designed for learners at the elementary level, generally aligning with A1-A2 proficiency on the Common European Framework of Reference for Languages (CEFR).

Each lesson guides students to a ‘Can do’ goal in line with the Global Scale of English and Common European Framework ‘Can do’ statements.

Regular practice and exposure to the language are crucial at this stage. Engaging with English-speaking materials, whether it’s books, videos, or conversations, will significantly aid in language acquisition.

What does the Elementary course cover?

  • Reinforcement of A1-level concepts, including greetings, introductions, and basic vocabulary.
  • Introducing a wider range of vocabulary related to everyday life, travel, and activities.
  • Building on basic conversations to cover more topics, including personal interests and activities.
  • Extending knowledge of the present tense and introducing simple past tense for basic storytelling.
  • Further development of sentence structures, including more complex sentence patterns.
  • Reading short texts and narratives with increased complexity.
  • Understanding main ideas and extracting specific information.
  • Writing short paragraphs or simple texts on a range of familiar topics.
  • Developing writing skills through guided exercises.
  • Learning and using functional language for everyday situations, such as making plans, giving advice, or expressing opinions.
  • Exploring cultural aspects of English-speaking countries.
  • Understanding and using cultural references in language.
  • Engaging in more interactive language activities, including group discussions, role-playing, and pair work.
  • Applying language skills to real-life scenarios, such as shopping, ordering food, and making travel plans.
What Grammar will I study?
  • present simple: be
  • this/that, these/those; possessives
  • present simple: I/we/you/they
  • present simple: he/she/it
  • third person ‘s’
  • have/has got
  • adverbs of frequency
  • there is/are
  • prepositions
  • can for possibility
  • how much/many; quantifiers
  • was/were
  • past simple
  • comparatives
  • superlatives
  • present continuous
  • present simple and continuous
  • can/can’t, have to/don’t have to
  • adjectives
  • articles: a/an, the, no article
  • be going to; would like to
  • will/might (not) /won’t
  • should/shouldn’t
  • adverbs
  • present perfect
  • superlatives
What functions will I learn?
  • making requests
  • asking for information
  • making arrangements
  • shopping
  • ordering in a restaurant
  • asking follow-up questions
  • giving directions
  • verbs + prepositions
  • recommending
  • apologising
  • making suggestions
  • offering to help
  • giving directions
What vocabulary will I learn?
  • countries and nationalities
  • objects
  • tourist places
  • activities
  • daily routines
  • jobs
  • the time
  • family
  • personality
  • time expressions
  • rooms and furniture
  • places in towns
  • things to buy
  • food and drink
  • restaurant words
  • dates and time phrases
  • life story collocations
  • activities
  • travel adjectives
  • places
  • appearance
  • types of film
  • transport collocations
  • excuses
  • plans
  • phrases with get
  • art and culture
  • the body/health
  • communication
  • verbs of movement
  • experiences
  • places
/ʤ/ What pronunciation will I do?
  • word stress
  • word stress; this/that, these/those
  • polite intonation
  • sentence stress
  • linking: do you
  • intonation to show interest
  • word stress; weak forms: there’s a, there are
  • word stress; weak forms: can
  • countable and uncountable nouns
  • weak forms: a, an, some, any
  • polite intonation; linking
  • weak forms: was/were
  • past simple verbs: -ed endings
  • linking: did you
  • weak form: the
  • sentence stress: correcting
  • weak forms: prepositions and articles
  • intonation in questions
  • word stress; linking
  • word stress; weak sound /e/
  • weak forms: a/an, the
  • intonation in apologies
  • weak forms: going to, would
  • contractions
  • intonation: sounding positive
  • weak form: should
  • sentence stress: adverbs
  • intonation in offers
  • sentence stress: correcting
‘Can do’ statements for A1 Elementary
  • I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.
  • I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
  • I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.
  • I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.
  • I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.
What are ‘can do’ statements?

‘Can do’ statements are descriptors that outline what learners can do at different proficiency levels in a language. These statements are often aligned with language proficiency frameworks such as the Common European Framework of Reference for Languages (CEFR).

These ‘can do’ statements provide a guideline for learners and educators to assess language proficiency and set learning objectives. They help in understanding the practical abilities and skills that a learner should be able to demonstrate at each level.

What is the CEFR?

The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability. It describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing, such as teachers or learners, to see the level of different qualifications. It also means that employers and educational institutions can easily compare our qualifications to other exams in their country.

What materials do I need?

One World Learning provide you with an online folder with your course material available for download. However, there are several essential requirements to ensure a smooth and effective learning experience.

  • A personal computer or laptop with up-to-date hardware and software is necessary.

  • Classes contain video and audio playback so a stable and high-speed internet connection is recommended for attending online classes.

  • A webcam and microphone are essential for participating in virtual classes and discussions. Most computers come equipped with built in webcams and mics.

  • Headphones or earphones can help reduce background noise and provide a better audio experience during online classes.

  • Set up a dedicated and quiet study space where you can focus on your online classes without distractions.

  • Have digital or physical note-taking tools ready. This could be a notebook, digital note-taking app, or any other method you find effective.

By ensuring that you have these essentials, you’ll be well-prepared for a positive and productive online learning experience.