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 Upper Intermediate

Moving from B2 to C1 on the Common European Framework of Reference for Languages (CEFR) involves reaching an advanced level of proficiency.

Speakout Upper Intermediate is for learners at the 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.

Progressing from B2 to C1 requires a higher level of language proficiency, critical thinking, and cultural understanding. Regular practice, exposure to authentic materials, and a commitment to continuous improvement are essential for reaching the C1 level. A comprehensive approach that includes speaking, listening, reading, and writing activities is crucial.

What does the Upper Intermediate course cover?

  • Reinforcement of B2-level concepts from the lower intermediate levels.
  • Consolidation of grammar, vocabulary, and language functions.
  • Introduction of a wide range of vocabulary related to various themes and contexts.
  • Focus on idiomatic expressions, phrasal verbs, and advanced vocabulary usage.
  • Develop a sophisticated and nuanced vocabulary across various domains, including academic, professional, and colloquial contexts
  • Development of advanced conversational skills for discussions, debates, and expressing nuanced opinions.
  • Emphasis on fluency and accuracy in spoken communication.
  • Engage in sophisticated and nuanced discussions on complex topics.
  • Express opinions persuasively, argue points effectively, and participate in debates.
  • Comprehensive coverage and practice of advanced grammatical structures, including complex tenses, reported speech, and conditional sentences.
  • Consolidate and master the use of tenses, including perfect tenses, subjunctive mood, and advanced conditional structures.
  • Strengthen grammatical accuracy and complexity.
  • Enhance listening skills to understand a wide range of accents and spoken English in diverse contexts.
  • Exposure to longer and more complex spoken passages, including lectures, interviews, and academic discussions.
  • Reading and analyzing longer and more complex texts, including literature, articles, and essays.
  • Development of critical reading skills and the ability to infer meaning.
  • Write coherent, well-structured essays, reports, and research papers with a focus on structure, coherence, and critical analysis.
  • Focus on advanced writing skills, including argumentation, critical analysis, and creative expression.
  • Develop language skills for professional settings, including business communication, negotiations, and formal presentations.
  • Vocabulary and expressions relevant to business communication, negotiations, and formal presentations.
  • Explore cultural aspects in-depth, understanding cultural nuances in language and communication.
  • Analyze and critically reflect on cultural practices, societal issues, and perspectives.
  • Engagement in advanced interactive language activities, such as debates, discussions, and collaborative projects.
  • Demonstrate the ability to lead and contribute meaningfully to group work.
  • Apply language skills to real-life scenarios with a focus on complex situations, such as advanced professional communication, public speaking, and strategic problem-solving.
  • Cultivate critical thinking skills in analyzing information, forming well-reasoned arguments, and evaluating perspectives.
What Grammar will I study?
  • direct and indirect questions
  • present perfect
  • present perfect simple and continuous
  • the passive
  • narrative tenses
  • I wish/if only
  • verbs/nouns with the same form
  • present and past habits
  • future forms
  • articles
  • adjectives for stories
  • multi-word verbs
  • real and hypothetical conditionals
  • modal verbs and related phrases
  • future perfect and continuous
  • positive adjectives
  • uncountable and plural nouns
  • quantifiers
  • reported speech
  • past and mixed conditionals
  • compound nouns
  • word building: prefixes
  • -ing form and infinitive
  • multi-word verbs
  • past modals of deduction
  • relative clauses
  • participle clauses
  • compound adjectives
  • dependent prepositions
What functions will I learn?
  • polite enquiries
  • opinions
  • expressing likes and dislikes
  • describing procedures
  • suggesting ideas
  • persuading
  • adding emphasis
  • handling an awkward situation
  • reporting an incident
  • giving a tour
What vocabulary will I learn?
  • personality
  • feelings
  • word building: nouns
  • adverts
  • issues
  • verbs/nouns with the same form
  • surveillance
  • opinion adjectives
  • sayings
  • adjectives for stories
  • multi-word verbs
  • reading genres
  • free time
  • positive adjectives
  • uncountable and plural nouns
  • abilities
  • change
  • compound nouns
  • advertising collocations
  • collocations with idea
  • age
  • word building: prefixes
  • optimism/pessimism
  • collocations
  • television
  • multi-word verbs
  • reporting verbs
  • the press
  • collocations: decisions
  • compound adjectives
  • values
  • behaviour
  • crime
  • synonyms
  • incidents
  • adjectives to describe films
  • the arts
  • two-part phrases
/ʤ/ What pronunciation will I do?
  • sentence stress
  • word stress
  • connected speech
  • polite intonation
  • weak forms: auxiliaries
  • sentence stress: passives
  • intonation for partially agreeing
  • connected speech: contractions
  • stress and intonation: mirror questions
  • weak forms and linking: the
  • sentence stress: conditionals
  • intonation: showing reservations
  • connected speech: elision
  • intonation: persuading
  • connected speech: linking
  • connected speech: weak forms
  • connected speech: intrusive /w/
  • sentence stress and intonation
  • connected speech: past modals
  • intonation: relative clauses
  • intonation in comments
‘Can do’ statements for B2 Upper Intermediate
  • I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar.
  • I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.
  • I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.
  • I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.
  • I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
  • I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.
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.