WiderWorld2e 3 GSE Mapping

GSE TEACHER MAPPING BOOKLET
Alignment with the Global Scale of English

and the Common European Framework of Reference
W I D E R
y
ll, James Saver
s with Fiona Bedda
cloug h, Bob Hasting
Carolyn Barra
WIDER WORL
D
SECOND EDI TIO
WORLD
N 3
IO N
SECOND EDIT
3
k and eBook
Student’s Boo
Student’s Book
and eBook
Carolyn Barra
clough, Bob Ha
stings
40-50 A2+/B1
GSE, Wider World Second Edition Level 3 – Published 2023

2 Wider World Second Edition Level 3
Wider World Second Edition is a new edition of Pearson’s most popular mid-secondary course. It
prepares teenagers for their life ahead by giving them the skills they need to enjoy their social lives,
pursue their studies and succeed in their career.
Highlights
• Authentic English – humourous situations, interviews with real people, and clips taken from BBC
programmes, show language used in real-life situations.
• Global topics – each unit explores the wide diversity of life and culture, exposing students to
topics from around the world, including global citizenship or sustainability goals.
• Future skills – Set for Life is a new development programme mapped to Pearson’s Personal and
Social Capabilities Framework, which helps learners develop the skills they need.
• New BBC videos – clips from BBC programmes remain at the core of the course, with new videos
reflecting important themes, such as culture, global citizenship and topics promoting diversity
and inclusion.
• Mixed ability classes and neurodivergent students – an expanded range of support materials
enable teachers to respond to the needs of all students.
• Extended reading and writing programme – extra focus on the gradual development of reading
and writing skills, providing greater opportunities to learn, practise and recycle the language and
use it in more authentic contexts.
Student components
• Student’s Book with eBook

• Student’s Book with Online Practice & eBook
• Student’s eBook Access Code
• Workbook
• Workbook with Online Practice
• Online Practice Access Code
Teacher components
• Teacher’s Book with Teacher’s Portal Access Code

• Teacher’s Portal Access Code
Copyright © 2023 by Pearson Education, Inc. Photocopying for classroom use is permitted © The copyright of the Can Do statements taken from the Common European
Framework of Reference for Languages reproduced in this document belongs to the Council of Europe. All users and publishers must ask formal and written permission
prior to using these by writing to the Language Policy Unit of the Council of Europe [email protected].
3 Alignment with the Global Scale of English and the Common European Framework of Reference
The Global Scale of English

The GSE is a numerical scale which measures English language proficiency. It is also a framework of
Learning Objectives that describes what a student can do at every level of proficiency on the scale for
each of the four skills: listening, reading, speaking and writing. The GSE enables teachers and learners
to answer the following questions accurately:
• How good is my English?
• What progress have I made towards my learning goal?
• What do I need to do next to improve?
It is fully aligned to the Common European Framework of Reference for Languages (CEFR), but the
numerical scale enables proficiency to be measured more accurately, more regularly and within a CEFR
level. This keeps learners motivated as they see regular evidence of progress.
GSE helps teachers to find the right course materials for the exact level and learning goals of their
students. The chart below shows the range of objectives that are covered within the content. Knowing
this helps you select course materials with the right level of support and challenge for your learners to
help them make progress.
Wider World Second Edition has been created using the GSE Learning Objectives for both Young
Learners and Adult Learners, because the age range using this course includes learners from both
Groups. These have been used to ensure that the content and activities are at the correct level and
have informed the lesson goals given at the start of each unit.
10 20 30 40 50 60 70 80 90
Level 4
Level 3
Level 2
Level 1
Starter
CEFR <A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2
Learn more about the GSE at https://www.pearson.com/english/about-us/global-scale-of-english.html
Measuring proficiency using the Global Scale of English

The GSE underpins everything we create at Pearson English, including coursebooks and assessments.
By using our Benchmark assessments alongside Wider World Second Edition, you will be able to see
the progress being made by students during their course of study. You will also receive rich score
reports which identify strengths and areas for improvement along with recommendations on how to
address these areas using Wider World Second Edition. For this level of Wider World Second Edition, we
recommend Benchmark Young Learners Test Level 4/5 or Benchmark Tests A/B1.
Your students may also want to take a test that gives them a proficiency certificate. For this level of
Wider World Second Edition we recommend Pearson English International Certificate Level 1/2.
Find out more about our assessments at https://www.pearson.com/english/assessment.html
Using the information in this teacher booklet

The GSE teacher booklet lists the key Learning Objectives for listening, reading, speaking and writing
covered in Wider World Second Edition Level 3, unit by unit. There are several ways in which this
information can be used:
• This list of Learning Objectives is more complete than the list of learning goals given in the unit
opener. On the way to mastering those learning goals, students will practice a number of subskills,
which may not be the main focus of the lesson. They will also revisit previous skills that, again, will
not necessarily be the main focus of the lesson. The teacher booklet list gives you a more complete
picture of what is being studied
• The list can be used to support any reporting that you have to do (e.g., for students or for admin
purposes)
• It also allows you to navigate a pathway through the course content for those classes where you do
not want to (or do not have the time to) cover everything. The learning objectives enable you to see
quickly the language functions that are most relevant to your students
The GSE Teacher Toolkit

This is a free online database that gives you easy access to all the GSE Learning Objectives, GSE
Grammar, GSE Vocabulary and the GSE Text Analyzer (to estimate the GSE level of a written text).
Access the database at https://www.english.com/gse/teacher-toolkit/user/lo.
The GSE Teacher Toolkit is a searchable database that will save you time when planning lessons:
• Explore GSE Learning Objectives that are at the same level as your coursebook – to make lessons
relevant to your particular students or to provide additional practice at the appropriate level of
proficiency
• Search the GSE Grammar database to find lesson plans and worksheets that supplement the
grammar in your coursebook – as additional or remedial practice
• Examine the GSE Vocabulary database by topic to find additional vocabulary items and phrases
• Cut and paste a reading text into the GSE Text Analyzer to check that it is at the right level of
challenge for your students
For each learning objective we indicate whether a statement is from the original CEFR or newly created
by Pearson English:
(C) Common European Framework descriptor, verbatim, © Council of Europe
(Ca) Common European Framework descriptor, adapted or edited, © Council of Europe
(N2000) North (2000) descriptor, verbatim
(C2018a) CEFR – Companion Volume descriptor adapted or edited © Council of Europe
(CJa) CEFR-J descriptor, adapted or edited
(CSEa) Eiken descriptor, adapted or edited
(EA) Eiken descriptor, adapted or edited © Eiken Foundation of Japan
(N2000a) North (2000) descriptor, adapted or edited
(P) New Pearson English descriptor
(Wa) WIDA ELD Standards (2012), adapted or edited
Wider World Second Edition and the Global

Scale of English
The following tables provide an overview of the GSE learning objectives that underpin each unit.
UNIT 0 Welcome to New Park

VOCABULARY: Activities and interests • Home and furniture • Jobs • Everyday activities • Clothes and
accessories • Countries and languages
GRAMMAR: There is/are with some/any • Possessive adjectives and possessive ’s • Present Simple with
adverbs of frequency • Present Continuous • Was/were, there was/were • Past Simple: regular verbs
SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can identify key details in a simple recorded dialogue
or narrative. (P) 39 A2+ (36–42) 6, 8, 9, 10
Can recognise a speaker’s feelings or attitudes. (P) 50 B1 (43–50) 9
Speaking Can exchange personal details (e.g. where they live,
things they have). (Ca) 28 A1 (22–29) 6
Can describe the position of things in a picture using a
range of fixed expressions (P) 33 A2 (30–35) 7
Can exchange simple information on everyday topics,
provided the other person speaks slowly and clearly
and is prepared to help. (Ca) 34 A2 (30–35) 8
Can talk about everyday things (e.g. people, places,
job, study) in a basic way. (Ca) 31 A2 (30–35) 8
Can give a short, basic description of events and
activities. (C) 42 A2+ (36–42) 8
Can give detailed accounts of experiences, describing
feelings and reactions. (C) 49 B1 (43–50) 9
Can talk about their life (e.g. family, home, job), using
simple language. (P) 33 A2 (30–35) 10
Reading Can identify basic biographical information in short
simple texts about other people. (P) 35 A2 (30–35) 6, 10
Writing Can answer simple questions in writing about people
or things using basic words or phrases. (P) 33 A2 (30–35) 6
Can write short descriptive texts (4–6 sentences) on
familiar personal topics (e.g. family, possessions),
given a model. (P) 34 A2 (30–35) 7
Can write simple sentences about someone’s life and
routines. (P) 28 A1 (22–29) 6, 8
Can write simple sentences about personal interests. (P) 27 A1 (22–29) 8
UNIT 1 Tech check

VOCABULARY: Technology • Collocations: using technology, social media • Time
GRAMMAR: Present Simple and Present Continuous • State verbs • Verb + -ing, verb + to-infinitive

Listening Can identify key details in a simple recorded dialogue
or narrative. (P) 39 A2+ (36–42) 12, 13
Can identify the key information from video interviews
about people’s lives, if the speakers use clear
standard language. (P) 48 B1 (43–50) 14
Can understand some details in extended dialogues
on familiar everyday topics. (P) 46 B1 (43–50) 16
Can follow familiar topics if the speaker is clear and
avoids idiomatic usage. (Ca) 45 B1 (43–50) 17
Can follow most of an everyday conversation if
speakers avoid very idiomatic usage. (Ca) 49 B1 (43–50) 17
Speaking Can express opinions using simple language. (P) 45 B1 (43–50) 12
Can give or seek personal views and opinions in
discussing topics of interest. (C) 46 B1 (43–50) 14
Can contribute to a group discussion if the discussion
is conducted slowly and clearly. (P) 49 B1 (43–50) 15
Can express and comment on ideas and suggestions
in informal discussions. (Ca) 56 B1+ (51–58) 15
Can ask and answer questions about habits and
routines. (C) 38 A2+ (36–42) 17
Can express opinions as regards possible solutions,
giving brief reasons and explanations. (Ca) 51 B1+ (51–58) 18
Can act out a simple role-play or dialogue with correct
intonation. (P) 41 A2+ (36–42) 18
Reading Can understand basic opinions expressed in simple
language in short texts. (P) 38 A2+ (36–42) 12
Can make simple inferences based on information
given in a short article. (P) 51 B1+ (51–58) 12
Can make basic inferences or predictions about text
content from headings, titles or headlines. (P) 43 B1 (43–50) 14
Can skim a short text to identify its main purpose. (P) 45 B1 (43–50) 15, 19
Can identify specific information in a simple factual
text. (P) 39 A2+ (36–42) 15, 19

Writing Can write short, simple structured paragraphs on
familiar topics, given prompts or a model. (P) 43 B1 (43–50) 12, 13, 17
Can complete a form requiring educational
information (e.g. applying for a course of study). (P) 51 B1+ (51–58) 15
Can give basic advice in writing using simple language. (P) 43 B1 (43–50) 16
Can write about personal interests in some detail. (P) 47 B1 (43–50) 19
Can prepare a simple outline to organise ideas and
information. (P) 48 B1 (43–50) 19
Can rewrite a simple text to correct mistakes. (P) 42 A2+ (36–42) 19
Can write an everyday connected text using a set
of short elements or facts and building them into a
sequence. (Ca) 47 B1 (43–50) 19
UNIT 2 Wild and beautiful

VOCABULARY: Weather and climate • Adverbs of degree • Verb + noun collocations • In the wild
GRAMMAR: Past Simple: regular and irregular verbs • Past Simple and Past Continuous

Listening Can understand most of a weather forecast on the
radio. (CSEa) 51 B1+ (51–58) 25
Can identify key details in a simple recorded dialogue
or narrative. (P) 39 A2+ (36–42) 29
Can follow the sequence of events in a short, simple
dialogue or narrative. (P) 37 A2+ (36–42) 30
Speaking Can convey simple relevant information emphasising
the most important point. (Ca) 45 B1 (43–50) 25
Can describe weather conditions in their country
using simple language. (P) 36 A2+ (36–42) 25
Can briefly describe a funny or exciting personal
experience, if guided by questions or prompts. (P) 45 B1 (43–50) 28
Can express opinions using simple language. (P) 45 B1 (43–50) 30
intonation. (P) 41 A2+ (36–42) 30
Reading Can identify specific information in a simple factual
text. (P) 39 A2+ (36–42) 24, 26, 27
Can distinguish between fact and opinion in relation
to common topics. (P) 51 B1+ (51–58) 27
Can identify basic similarities and differences in the
facts between two short simple texts on the same
familiar topic, if supported by pictures and
questions. (P) 38 A2+ (36–42) 29
Can identify key subject vocabulary in written
descriptions. (Wa) 45 B1 (43–50) 31

Writing Can add one or two interesting details to a simple
text. (P) 42 A2+ (36–42) 27
Can make simple notes about the key points of a
familiar topic. (P) 43 B1 (43–50) 28
Can write short texts about their likes and dislikes,
with explanations. (CSEa) 38 A2+ (36–42) 29
Can write about everyday things (e.g. people, places,
job, study) in linked sentences. (Ca) 41 A2+ (36–42) 31
information. (P) 48 B1 (43–50) 31
Can check and correct spelling, punctuation and
grammar in simple written texts. (P) 54 B1+ (51–58) 31
sequence. (Ca) 47 B1 (43–50) 31
UNIT 3 Tasty treats

VOCABULARY: Food • Cooking • Flavours • Describing food • Adjective/ Verb + preposition collocations
GRAMMAR: Present Perfect with ever, never, just, already and yet • Present Perfect with for and since •
Present Perfect and Past Simple

Listening Can identify key details in a simple recorded dialogue 37, 38,
or narrative. (P) 39 A2+ (36–42) 41, 42
Can infer speakers’ opinions in conversations on
familiar everyday topics. (P) 51 B1+ (51–58) 41
the most important point. (Ca) 45 B1 (43–50) 39, 41
Can express preferences about food and drink in
detail. (P) 46 B1 (43–50) 37
Can contribute to a group discussion if the discussion
is conducted slowly and clearly. (P) 49 B1 (43–50) 42
Can use simple phrases to order a meal. (Ca) 31 A2 (30–35) 42
Reading Can identify specific information in a simple factual
text. (P) 39 A2+ (36–42) 39, 42, 43
Can extract relevant details in everyday letters,
brochures and short official documents. (Ca) 48 B1 (43–50) 40
Can make basic inferences from simple information in
a short text. (P) 38 A2+ (36–42) 41
Can follow the sequence of actions or events in a text
on a familiar everyday topic. (P) 41 A2+ (36–42) 43
Writing Can make simple notes about the key points of a
familiar topic. (P) 43 B1 (43–50) 39
information. (P) 48 B1 (43–50) 43
sequence. (Ca) 47 B1 (43–50) 43
Can write a description of a simple everyday process
(e.g. a recipe). (P) 38 A2+ (36–42) 43
UNIT 4 Entertain us!

VOCABULARY: Types of film • Word building • Film and TV • Collocations: music • Compound nouns
GRAMMAR: Comparatives and superlatives, too/(not) enough, (not) as … as • Quantifiers

Listening Can identify key details in a simple recorded dialogue 51, 53, 54,
or narrative. (P) 39 A2+ (36–42) 55, 56
Can infer speakers’ opinions in conversations on
familiar everyday topics. (P) 51 B1+ (51–58) 52
Speaking Can convey simple relevant information emphasising 51, 53, 54,
the most important point. (Ca) 45 B1 (43–50) 55
Can give a short, basic description of events and
activities. (C) 42 A2+ (36–42) 55
Can give an opinion when asked directly, provided
they can ask for repetition. (Ca) 45 B1 (43–50) 56
Reading Can identify specific information in a simple factual 50, 53, 56,
text. (P) 39 A2+ (36–42) 57
Can skim a short text to identify its main purpose. (P) 45 B1 (43–50) 52, 57
Writing Can write a simple structured paragraph giving their
opinion on a familiar topic, given a model. (P) 46 B1 (43–50) 52
information. (P) 48 B1 (43–50) 57
Can write a short review of a restaurant, movie, etc.
using simple language. (P) 46 B1 (43–50) 57
UNIT 5 To the limit

VOCABULARY: Sports equipment • Sporting events • Sports collocations • Fitness and training • Word
building: sport verbs and nouns
GRAMMAR: Future forms: will, be going to, Present Continuous and Present Simple • First Conditional

or narrative. (P) 39 A2+ (36–42) 67, 68
Can follow a simple conversation or narrative about
familiar, everyday activities. (P) 36 A2+ (36–42) 64
Can give brief reasons and explanations, using simple
language. (P) 45 B1 (43–50) 65, 67
Can give an opinion when asked directly, provided
they can ask for repetition. (Ca) 45 B1 (43–50) 65
Can ask and answer questions about basic plans and
intentions. (P) 38 A2+ (36–42) 68
Can describe future plans and intentions using fixed
expressions. (P) 43 B1 (43–50) 68
Can report the opinions of others, using simple
language. (P) 51 B1+ (51–58) 68
text. (P) 39 A2+ (36–42) 67, 68, 69
Can follow the sequence of actions or events in a text
on a familiar everyday topic. (P) 41 A2+ (36–42) 68
Can understand short, simple messages on postcards,
emails and social networks. (Ca) 31 A2 (30–35) 69
Writing Can prepare a simple outline to organise ideas and
information. (P) 48 B1 (43–50) 69
Can write short, simple notes, emails and messages
relating to everyday matters. (Ca) 38 A2+ (36–42) 69
UNIT 6 Explore more

VOCABULARY: Types of holidays • Holiday equipment • Holiday accommodation • Traffic and transport •
Travel: confusing words
GRAMMAR: Modal verbs: must, have to, ought to, should • Modal verbs: must, could, may/might, can’t

Listening Can understand the main points of narratives and
conversations about familiar topics (e.g. work, leisure)
delivered in clear standard speech. (Ca) 47 B1 (43–50) 75, 76
Can identify key details in a simple recorded dialogue
or narrative. (P) 39 A2+ (36–42) 75, 79
Can follow familiar topics if the speaker is clear and
avoids idiomatic usage. (Ca) 45 B1 (43–50) 76
Can follow detailed directions. (C) 53 B1+ (51–58) 80
Speaking Can explain the meaning of a word or phrase using
simple language. (P) 45 B1 (43–50) 75
Can talk about an event in the past using fixed
expressions, given a model. (P) 38 A2+ (36–42) 75
Can give basic advice using simple language. (P) 39 A2+ (36–42) 76
Can ask and answer questions about past times and
past activities. (C) 40 A2+ (36–42) 77
Can convey simple relevant information emphasising
the most important point. (Ca) 45 B1 (43–50) 77, 79, 60
intonation. (P) 41 A2+ (36–42) 80
discussing topics of interest. (C) 46 B1 (43–50) 78, 80
text. (P) 39 A2+ (36–42) 81
Can skim a short text to identify its main purpose. (P) 45 B1 (43–50) 77
Can extract relevant details in everyday letters,
brochures and short official documents. (Ca) 48 B1 (43–50) 78
Writing Can write an everyday connected text using a set
sequence. (Ca) 47 B1 (43–50) 81
information. (P) 48 B1 (43–50) 81
Can write simple texts or emails making arrangements
to meet, given a model. (P) 44 B1 (43–50) 81
UNIT 7 People power

VOCABULARY: Word building: family • Phrasal verbs • Collocations: relationships • Relations •
Collocations with get
GRAMMAR: Second Conditional • Relative clauses

or narrative. (P) 39 A2+ (36–42) 94
Can recognise a speaker’s feelings or attitudes. (P) 50 B1 (43–50) 90, 93
Can understand the main points of narratives and
conversations about familiar topics (e.g. work, leisure)
delivered in clear standard speech. (Ca) 47 B1 (43–50) 90, 93
Speaking Can give or seek personal views and opinions in 89, 90, 91,
Can make simple recommendations for a course of
action in familiar everyday situations. (P) 45 B1 (43–50) 90
Can answer simple questions about their life and
experiences. (P) 35 A2 (30–35) 92
intonation. (P) 41 A2+ (36–42) 94
Can use simple language to describe people’s
personality and emotions. (P) 39 A2+ (36–42) 94
Reading Can understand the main information from simple
diagrams (e.g. graphs, bar charts). (P) 42 A2+ (36–42) 88
Can skim a short text to identify its main purpose. (P) 45 B1 (43–50) 91
Can read a simple text and extract factual details. (P) 35 A2 (30–35) 91, 94, 95
descriptions. (Wa) 45 B1 (43–50) 93
Writing Can write short texts describing favourite objects,
possessions or household pets. (CSEa) 36 A2+ (36–42) 92
sequence. (Ca) 47 B1 (43–50) 95
information. (P) 48 B1 (43–50) 95
Can write a story with a simple linear sequence. (Ca) 45 B1 (43–50) 95
UNIT 8 Just justice

VOCABULARY: Crimes and criminals • Solving crimes • The law • Word building: negative prefixes •
Collocations: investigating crimes
GRAMMAR: Present and Past Simple passive • have/get something done

Listening Can follow the main points in a simple audio
recording aimed at a general audience. (P) 43 B1 (43–50) 102
Can listen to a short narrative and predict what will
happen next. (N2000) 43 B1 (43–50) 105
Can identify a simple chronological sequence in a
recorded narrative or dialogue. (P) 43 B1 (43–50) 105
Can identify key details in a simple recorded dialogue 101, 104,
or narrative. (P) 39 A2+ (36–42) 105, 106
Can recognise a speaker’s feelings or attitudes. (P) 50 B1 (43–50) 106
Can recognise examples and their relation to the idea
they support. (P) 55 B1+ (51–58) 106
Can give or seek personal views and opinions in 101, 103,
Can narrate a story. (C) 45 B1 (43–50) 102
Reading Can read a simple text and extract factual details. (P) 35 A2 (30–35) 100
descriptions. (Wa) 45 B1 (43–50) 103, 106
Can distinguish between fact and opinion in relation
to common topics. (P) 51 B1+ (51–58) 107
Writing Can prepare a simple outline to organise ideas and
information. (P) 48 B1 (43–50) 107
Can provide facts or examples to support a stated
opinion in a simple structured paragraph, given a
model. (P) 52 B1+ (51–58) 107
UNIT 9 Lessons in life

VOCABULARY: School subjects • Describing students • Learning and assessment • Collocations with
make and take • Phrasal verbs
GRAMMAR: Reported speech: statements • Word order in questions

Listening Can identify key details in a simple recorded dialogue 114, 115,
or narrative. (P) 39 A2+ (36–42) 117, 118
Can ask and answer questions about past times and
past activities. (C) 40 A2+ (36–42) 116
Can initiate, maintain and close simple, face-to-face
conversations on familiar topics. (Ca) 46 B1 (43–50) 118
Can show interest in conversation using fixed
expressions. (P) 41 A2+ (36–42) 118
intonation. (P) 41 A2+ (36–42) 118
Reading Can understand the main information from simple
diagrams (e.g. graphs, bar charts). (P) 42 A2+ (36–42) 113
Can scan short texts to locate specific information. (P) 44 B1 (43–50) 114
descriptions. (Wa) 45 B1 (43–50) 115, 118
Can read a simple text and extract factual details. (P) 35 A2 (30–35) 119
Writing Can take notes of key points during a talk on a familiar
topic, if delivered clearly. (Ca) 55 B1+ (51–58) 117
information. (P) 48 B1 (43–50) 119
Can write a formal email/letter requesting
information. (P) 54 B1+ (51–58) 119
References
Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching,
assessment. Cambridge: Cambridge University Press.
North, B. (2000) The Development of a Common Framework Scale of Language Proficiency. New York:
Peter Lang.
Board of Regents of the University of Wisconsin System (2012), Amplification of The English Language
Development Standards KINDERGARTEN–GRADE 12 (“WIDA ELD Standards”). Retrieved 27.11.2017
from https://wida.wisc.edu/resources
Schneider, G., North, B. (1999) “In anderen Sprachen kann ich . . .“ Skalen zur Beschreibung,
Beurteilungund Selbsteinschätzung der fremdsprachlichen Kommunikationsfähigkeit. Berne, Project
Report, National Research Programme 33, Swiss National Science Research Council.
Schneider, G., North, B. (2000) Fremdsprachen können – was heißt das? Chur / Zürich: Rüegger.

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GSE TEACHER MAPPING BOOKLET

Alignment with the Global Scale of English

GSE, Wider World Second Edition Level 3 – Published 2023

• Student’s Book with eBook

• Teacher’s Book with Teacher’s Portal Access Code

The Global Scale of English

Measuring proficiency using the Global Scale of English

Using the information in this teacher booklet

The GSE Teacher Toolkit

Wider World Second Edition and the Global

UNIT 0 Welcome to New Park

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

UNIT 1 Tech check

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

UNIT 2 Wild and beautiful

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

UNIT 3 Tasty treats

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

UNIT 4 Entertain us!

GRAMMAR: Comparatives and superlatives, too/(not) enough, (not) as … as • Quantifiers

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

UNIT 5 To the limit

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

UNIT 6 Explore more

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

UNIT 7 People power

GRAMMAR: Second Conditional • Relative clauses

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

UNIT 8 Just justice

GRAMMAR: Present and Past Simple passive • have/get something done

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

UNIT 9 Lessons in life

GRAMMAR: Reported speech: statements • Word order in questions

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

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