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 Pre-intermediate

Moving from A2 to B1 on the Common European Framework of Reference for Languages (CEFR) involves building on the skills acquired from the previous levels.

Speakout Pre-intermediate is for learners at the A2-B1 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 A2 to B1. As always, a balanced approach to language learning that includes speaking, listening, reading, and writing activities is beneficial.

What does the Pre-intermediate course cover?

  • Introduce a wider range of vocabulary related to more diverse topics and everyday situations.
  • Focus on thematic vocabulary for work, travel, and hobbies.
  • Develop the ability to participate in longer and more complex conversations.
  • Express opinions, preferences, and thoughts in more detail.
  • Strengthen the use of past, present, and future tenses.
  • Handle more complex narrative structures and express future plans with greater detail.
  • Introduce more advanced grammatical concepts, such as reported speech, conditional sentences, and more complex sentence structures.
  • Focus on accuracy in using grammatical structures.
  • Enhance listening skills to understand a wider range of accents and spoken English in various contexts.
  • Practice listening to longer and more complex spoken passages.
  • Read longer and more challenging texts, including articles, short stories, and excerpts from books.
  • Develop skills in understanding implied meanings and making inferences.
  • Write more extended texts, such as essays, reports, and reviews.
  • Focus on organization, coherence, and expressing ideas in a structured manner.
  • Learn and use functional language for a broader range of situations, including giving instructions, making suggestions, and expressing agreement or disagreement.
  • Explore cultural aspects in more depth, understanding cultural nuances in language and communication.
  • Discuss and compare cultural practices and traditions.
  • Engage in more complex interactive language activities, such as debates, discussions, and collaborative projects.
  • Practice negotiation skills and expressing opinions in a group setting.
  • Apply language skills to real-life scenarios with a focus on more complex situations, such as workplace communication, negotiations, and problem-solving.
  • Encourage learners to take more responsibility for their learning, exploring topics of personal interest and expanding their language skills independently.
What Grammar will I study?
  • question forms
  • past simple
  • present simple and continuous
  • adverbs of frequency
  • present continuous/be going to for future
  • questions without auxiliaries
  • present perfect + ever/never
  • can, have to, must
  • past simple and past continuous
  • verb patterns
  • present perfect + for/since
  • may, might, will
  • used to
  • suffixes
  • verbs + prepositions
  • purpose, cause and result
  • relative clauses
  • too much/many/enough/very
  • multi-word verbs
  • comparatives/superlatives
  • articles
  • uses of like
  • present/past passive
  • present perfect
  • real conditionals + when
  • reported speech
  • hypothetical conditionals present and future
  • requests and offers
  • collocations
What functions will I learn?
  • making conversation
  • expressing likes/dislikes
  • making a phone call
  • giving advice
  • asking for/giving directions
  • seeing the doctor
  • finding out information
  • buying things
  • making guesses
  • complaining
What vocabulary will I learn?
  • free time
  • relationships
  • conversation topics
  • work
  • jobs
  • types of work
  • time out
  • places to visit
  • making a phone call
  • collocations
  • make and do
  • education
  • language learning
  • transport
  • travel items
  • tourism
  • health
  • food
  • illness
  • collocations
  • facilities
  • money
  • buying things
  • shopping
  • natures
  • the outdoors
  • animals
  • describing a city
  • crime and punishment
  • problems
  • communication
  • feelings
  • giving opinions
  • internet terms
  • film
  • suffixes
/ʤ/ What pronunciation will I do?
  • stressed words
  • word stress
  • past simple verbs: -ed endings
  • linking
  • stressed syllables
  • intonation: sound interested
  • fast speech: going to
  • stress in compound nouns
  • linking: can
  • weak forms: have
  • weak forms: have to
  • silent letters
  • weak forms: was/were
  • stressed syllables
  • intonation: questions
  • sentence stress
  • intonation: certainty/uncertainty
  • difficult words: spelling v pronunciation
  • weak forms: used to
  • rhythm in complex sentences
  • intonation: checking information
  • pronouncing the letter ‘s’
  • multi-word verb stress
  • weak forms: do you/can I
  • stressed syllable
  • word stress, weak forms: a and the
  • silent letters
  • weak forms: going to, would
  • weak forms: was/were
  • sentence stress
  • weak forms: will
  • polite intonation
  • contrastive stress
  • polite intonation: requests
‘Can do’ statements for A2 Pre-intermediate
  • I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.
  • I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.
  • I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.
  • 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 short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something.
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.