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 Intermediate

Moving from B1 to B2 on the Common European Framework of Reference for Languages (CEFR) involves building on the skills acquired from the previous levels.

Speakout Intermediate is for learners at the B1-B2 proficiency level 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, exposure to authentic materials, and a focus on real-life communication will continue to be crucial in progressing from B1 to B2. As always, a balanced approach to language learning that includes speaking, listening, reading, and writing activities is beneficial.

What does the Intermediate course cover?

  • Reinforcement of B1-level concepts, including vocabulary, grammar, and language functions.
  • Introduction of a wider range of vocabulary related to diverse topics, including travel, work, and current events.
  • Introduce a wider range of vocabulary related to more specialized topics and academic subjects.
  • Learn idiomatic expressions and colloquial language.
  • Further development of conversational skills, focusing on more complex discussions and expressing opinions.
  • Develop conversational skills to handle more complex discussions on various topics.
  • Express opinions, argue points, and engage in debates.
  • Continued reinforcement and mastery of past, present, and future tenses.
  • Handling more complex narrative structures and expressing future plans in greater detail.
  • Introduce advanced grammatical concepts, such as complex conditionals, reported speech, and passive voice.
  • Focus on using grammatical structures in a nuanced and accurate manner.
  • Enhancement of listening skills to understand a wider range of accents and spoken English in various contexts.
  • Practice with longer and more complex spoken passages, including lectures and interviews.
  • Read longer and more complex texts, including academic articles, literature, and essays.
  • Develop skills in analyzing and synthesizing information from diverse sources.
  • Write extended texts, such as essays, reports, and research papers.
  • Focus on advanced writing skills, including argumentation and critical analysis.
  • Learn and use functional language for a wide range of situations, including professional settings, negotiations, and expressing nuanced opinions.
  • Exploring cultural aspects in more depth, understanding cultural nuances in language and communication.
  • Discuss and analyze cultural practices and perspectives.
  • Engage in complex interactive language activities, such as debates, discussions, and collaborative projects.
  • Practice negotiation skills, express opinions persuasively, and participate effectively in group work.
  • Apply language skills to real-life scenarios with a focus on more complex situations, such as workplace communication, professional presentations, and advanced problem-solving.
What Grammar will I study?
  • question forms
  • review of verb tenses
  • present perfect and past simple
  • narrative tenses
  • the future (plans)
  • the future (predictions)
  • must/have to/should (obligation)
  • used to, would
  • comparatives and superlatives
  • question tags
  • real conditionals
  • -ing/-ed adjectives
  • multi-word verbs
  • hypothetical conditional: present/future
  • present perfect continuous versus simple
  • present and past ability
  • articles and quantifiers
  • relative clauses
  • hypothetical conditional: past
  • active versus passive
  • reported speech
  • verb patterns
  • verb phrases
  • reporting verbs
  • compound nouns
  • prefixes
  • reporting verbs
What functions will I learn?
  • talking about yourself
  • telling a story
  • dealing with misunderstandings
  • reaching agreement
  • polite requests
  • giving news
  • clarifying opinions
  • being a good guest
  • expressing uncertainty
  • giving advice/warnings
What vocabulary will I learn?
  • language
  • relationships; collocations
  • interview advice
  • types of story
  • the news
  • say/tell
  • organisation
  • future time markers; idioms
  • misunderstandings
  • personal qualities
  • confusing words
  • extreme adjectives
  • business
  • technology
  • information
  • word building: adjectives
  • problems and solutions
  • multi-word verbs
  • verb-noun collocations
  • life events
  • success
  • ability
  • qualifications
  • getting on
  • compound nouns
  • the internet
  • welcoming
  • history
  • periods of time; collocations
  • describing people
  • the environment
  • word building: prefixes
  • airports
/ʤ/ What pronunciation will I do?
  • intonation: wh- questions
  • word stress
  • intonation: sounding polite
  • weak forms: have
  • weak forms: had, was, were
  • intonation: sounding interested
  • fast speech: going to
  • stress in time markers
  • linking in connected speech
  • fast speech: have to
  • intonation: emphasis
  • linking: used to
  • sentence stress
  • syllable stress
  • intonation: question tags
  • intonation: polite requests
  • weak forms: pronouns + ‘ll
  • connected speech: would
  • intonation: giving bad news
  • weak forms: have
  • stress patterns: short phrases
  • stress patterns: compound nouns
  • pausing for effect
  • linking words
  • word stress: contractions
  • weak forms: are, has been, was and were
  • intonation: showing interest
  • weak forms: auxiliary verbs
  • weak forms: to, for, that
  • individual sounds: vowels
‘Can do’ statements for B1 Intermediate
  • I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.
  • I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.
  • I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
  • I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.
  • I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.
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.