GSE MAPPING BOOKLET

Alignment with the Global Scale of English

and the Common European Framework of Reference

W I D E R
Sandy Zervas
WIDER WORL
D
SECOND EDI TIO

WORLD
NSTAR TER

IO N
SECOND EDIT

S
k and eBook
Student’s Boo
Student’s Book
and eBook

STA R TER
Sandy Zervas

10-25 <A1/A1

GSE, Wider World Second Edition Starter - Published 2023

2 Wider World Second Edition Starter

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 language.policy@coe.int.
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 1.
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 A1.
Find out more about our assessments at https://www.pearson.com/english/assessment.html

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 language.policy@coe.int.
4 Wider World Second Edition Starter

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 Starter, 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

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 language.policy@coe.int.
5 Alignment with the Global Scale of English and the Common European Framework of Reference

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 Get Started

GRAMMAR: I’m … • I like / He/She likes … • This is

VOCABULARY: The alphabet • Spelling words/names • Numbers • Colours • Classroom objects •

Classroom language

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can understand the main information when people
introduce themselves (e.g. name, age, where they are
from). (P) 19 <A1 (10–21) 6
Can recognise the letters of the alphabet by their
sounds. (P) 10 <A1 (10–21) 7
Can understand the letters of the alphabet by their
names. (P)
10 <A1 (10–21) 7
Can recognise familiar words in short phrases and
sentences spoken slowly and clearly, if supported by
pictures or gestures. (P) 19 <A1 (10–21) 8
Can recognise isolated words related to familiar
topics, if spoken slowly and clearly and supported by
pictures or gestures. (P) 16 <A1 (10–21) 8
Can recognise a few familiar everyday nouns and
adjectives (e.g. colours, numbers, classroom objects),
if spoken slowly and clearly. (P) 10 <A1 (10–21) 9, 10

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 language.policy@coe.int.
6 Wider World Second Edition Starter

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Speaking Can introduce themselves using a basic phrase (e.g.
‘My name’s ...’). (P) 11 <A1 (10–21) 7
Can recite a short, simple rhyme or chant. (P) 16 <A1 (10–21) 7
Can say the letters of the alphabet. (P) 10 <A1 (10–21) 7
Can ask someone their name using a basic phrase. (P) 12 <A1 (10–21) 7
Can repeat single words if spoken slowly and clearly. (P) 10 <A1 (10–21) 8
Can describe objects in a basic way (e.g. colour, size). (P) 25 A1 (22–29) 9
Can repeat phrases and short sentences, if spoken
slowly and clearly. (P) 16 <A1 (10–21) 11
Can use a few basic words and phrases to show
politeness (e.g. ‘please’, ‘thank you’). (P) 19 <A1 (10–21) 11
Can take part in basic games that use fixed
expressions or rhymes. (P) 22 A1 (22–29) 11
Can ask for repetition and clarification when they
don’t understand, using simple fixed expressions. (P) 29 A1 (22–29) 11
Reading Can understand basic information about people’s
likes and dislikes, if supported by pictures. (P) 26 A1 (22–29) 6
Can recognise single, familiar everyday words if
supported by pictures. (C2018a) 21 <A1 (10–21) 7
Can recognise simple words and phrases related to
familiar topics if supported by pictures. (P) 23 A1 (22–29) 8
Can recognise cardinal numbers up to 50 written as
words. (P) 18 <A1 (10–21) 8, 9
Can recognise a range of basic everyday nouns and
adjectives (e.g. colours, numbers, classroom objects). (P)
17 <A1 (10–21) 9, 10
Can understand a few simple phrases related to
familiar, everyday activities. (P) 25 A1 (22–29) 11
Writing Can write cardinal numbers up to twenty as words.
(CSEa) 25 A1 (22–29) 8, 10
Can write basic sentences referring to everyday items
(e.g. classroom objects), given prompts or a model. (P) 27 A1 (22–29) 11

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 language.policy@coe.int.
7 Alignment with the Global Scale of English and the Common European Framework of Reference

UNIT 1 Family and friends

GRAMMAR: To be affirmative • To be negative • My, your • Possessive ’s

VOCABULARY: Family • Countries and nationalities • Places • Art

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can understand simple language related to naming
and describing family members. (P) 21 <A1 (10–21) 13
Can identify the names of people or places in short,
simple dialogues, if spoken slowly and clearly. (P) 27 A1 (22–29) 14
Can recognise words or phrases that are repeated in
a short dialogue or poem. (P) 27 A1 (22–29) 14
Can understand the main information when people
introduce themselves (e.g. name, age, where they are
from). (P) 19 <A1 (10–21) 18
Can recognise familiar key words and phrases in
short, basic descriptions (e.g. of objects, people or
animals), if spoken slowly and clearly. (P) 24 A1 (22–29) 20
Speaking Can repeat single words if spoken slowly and
clearly. (P) 10 <A1 (10–21) 13
Can respond to a simple question with a gesture (e.g.
a shake of the head) or yes/no answer. (P) 11 <A1 (10–21) 14
Can take part in basic games that use fixed
expressions or rhymes. (P) 22 A1 (22–29) 17
Can repeat phrases and short sentences, if spoken
slowly and clearly. (P) 16 <A1 (10–21) 18
Can respond politely when introduced to someone,
using simple fixed expressions. (P) 29 A1 (22–29) 18
Can introduce themselves in a basic way, giving simple
information about where they live, their family etc. (P) 25 A1 (22–29) 18
Can talk about familiar people and places using single
words. (C2018a) 26 A1 (22–29) 18, 21
Can answer short, simple questions related to basic
personal information, using a single word or phrase. (P) 19 <A1 (10–21) 20
Can answer simple questions about their family and
friends, using basic phrases. (P) 26 A1 (22–29) 21
Can express likes and dislikes in relation to familiar
topics in a basic way. (P) 29 A1 (22–29) 21

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 language.policy@coe.int.
8 Wider World Second Edition Starter

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Reading Can recognise some familiar words related to
themselves and their family (e.g. ‘girl’, ‘brother’). (P) 22 A1 (22–29) 12, 13
Can get the gist of a very simple illustrated story. (P) 28 A1 (22–29) 14
Can understand a few simple phrases related to
familiar, everyday activities. (P) 25 A1 (22–29) 14, 15
Can recognise words or phrases that are repeated in
a short text or poem. (P) 25 A1 (22–29) 14
Can recognise key words and basic phrases in short,
simple cartoon stories. (P) 24 A1 (22–29) 16
Can understand basic sentences introducing
someone (e.g. name, age). (P) 17 <A1 (10–21) 18, 19, 21
Can understand short, simple descriptions of objects,
people and animals if supported by pictures. (P) 27 A1 (22–29) 19
Can understand basic sentences about where things,
animals or people are. (P) 27 A1 (22–29) 19
Can identify familiar words in short, simple texts. (P) 23 A1 (22–29) 20
Can find proper names (e.g. people, places,
nationalities) in short, simple texts by looking for
capital letters. (P) 24 A1 (22–29) 20
Can understand basic written instructions for
classroom activities (e.g. ‘Read and match’). (P) 23 A1 (22–29) 21
Writing Can label simple pictures related to familiar topics by
copying single words. (P) 16 <A1 (10–21) 13, 21
Can use an apostrophe when writing contractions
(e.g. ‘I’m’, ‘We’re’). (P) 26 A1 (22–29) 15
Can write simple facts about themselves (e.g. name,
age), given prompts or a model. (P) 22 A1 (22–29) 15
Can write simple phrases with appropriate spacing
between words. (P) 22 A1 (22–29) 17
Can signal the end of a sentence using a full stop. (P) 19 <A1 (10–21) 17
Can complete a simple form with basic personal
details. (Ca) 29 A1 (22–29) 20
Can write a few basic sentences introducing
themselves and giving basic personal information,
given prompts or a model. (P) 26 A1 (22–29) 20
Can use capital letters for names and titles (e.g. of
people, places). (P) 20 <A1 (10–21) 20

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 language.policy@coe.int.
9 Alignment with the Global Scale of English and the Common European Framework of Reference

UNIT 2 My things
GRAMMAR: This, that, these, those • Too big/small • To be questions and short answers

VOCABULARY: Clothes • Adjectives • My things • Shapes

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can understand simple language related to naming
and describing people’s clothes. (P) 26 A1 (22–29) 27, 28
Can recognise key information (e.g. place, time) about
everyday events, if spoken slowly and clearly. (C2018a) 27 A1 (22–29) 28
Can understand simple spoken commands as part of
a game. (P) 18 <A1 (10–21) 29
Can recognise words and simple phrases related
to familiar topics, if spoken slowly and clearly and
supported by pictures. (P) 25 A1 (22–29) 31
Can recognise familiar words and phrases in short,
simple songs or chants. (P) 18 <A1 (10–21) 31
Can understand the main information when people
introduce themselves (e.g. name, age, where they are
from). (P) 19 <A1 (10–21) 32
Can understand simple phrases about likes and
dislikes. (P) 23 A1 (22–29) 32
Can recognise familiar key words and phrases in
short, basic descriptions (e.g. of objects, people or
animals), if spoken slowly and clearly. (P) 24 A1 (22–29) 33, 34
Speaking Can repeat single words if spoken slowly and clearly. (P) 10 <A1 (10–21) 27, 29
Can link two simple sentences using ‘and’, given
prompts or a model. (P) 27 A1 (22–29) 27
Can describe someone’s physical appearance using
one or two words. (P) 24 A1 (22–29) 27, 34
Can respond to a simple question with a gesture (e.g.
a shake of the head) or yes/no answer. (P) 11 <A1 (10–21) 28
Can answer simple questions about where people or
things are, using basic phrases. (P) 24 A1 (22–29) 28
Can describe objects in a basic way (e.g. colour, size). (P) 25 A1 (22–29) 29
Can take part in basic games that use fixed
expressions or rhymes. (P) 22 A1 (22–29) 29
Can reproduce words from taught vocabulary lists. (P) 23 A1 (22–29) 29
Can ask someone simple questions about how they
are feeling. (P) 29 A1 (22–29) 31
Can recite a short, simple rhyme or chant. (P) 16 <A1 (10–21) 31
Can repeat phrases and short sentences, if spoken
slowly and clearly. (P) 16 <A1 (10–21) 32, 33
Can ask simple questions about other people (e.g. their
name, age, where they live, things they have). (C2018a) 27 A1 (22–29) 32
Can express likes and dislikes in relation to familiar
topics in a basic way. (P) 29 A1 (22–29) 34

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 language.policy@coe.int.
10 Wider World Second Edition Starter

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Reading Can get the gist of a very simple illustrated story. (P) 28 A1 (22–29) 28
Can understand basic sentences naming familiar
everyday items, if supported by pictures. (P) 24 A1 (22–29) 28
Can identify familiar words in short, simple texts. (P) 23 A1 (22–29) 28, 33
Can understand the relationship between words
from the same vocabulary set (e.g. colours, foods,
classroom objects). (P) 23 A1 (22–29) 29
Can recognise key words and basic phrases in short,
simple cartoon stories. (P) 24 A1 (22–29) 30
Can recognise simple words and phrases related to
familiar topics if supported by pictures. (P) 23 A1 (22–29) 31
Can recognise the use of a question mark to signal a
question. (P) 10 <A1 (10–21) 31, 34
Can understand basic sentences introducing
someone (e.g. name, age). (P) 17 <A1 (10–21) 32
Can understand short, simple descriptions of objects,
people and animals if supported by pictures. (P) 27 A1 (22–29) 33
Can understand basic information about people’s
likes and dislikes, if supported by pictures. (P) 26 A1 (22–29) 34
Can understand basic written instructions for
classroom activities (e.g. ‘Read and match’). (P) 23 A1 (22–29) 35
Can understand basic sentences describing familiar
everyday items (e.g. colour, size), if supported by
pictures. (P) 27 A1 (22–29) 35
Writing Can label simple pictures related to familiar topics by
copying single words. (P) 16 <A1 (10–21) 27
Can write some familiar words. (P) 20 <A1 (10–21) 27, 33
Can write simple phrases with appropriate spacing
between words. (P) 22 A1 (22–29) 31, 32
Can use basic punctuation (e.g. commas, full stops,
question marks). (P) 26 A1 (22–29) 34
Can link two words or phrases in a sentence using
‘and’. (P) 28 A1 (22–29) 34
Can write basic sentences describing everyday items
(e.g. colour, size), given prompts or a model. (P) 28 A1 (22–29) 35

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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 language.policy@coe.int.
11 Alignment with the Global Scale of English and the Common European Framework of Reference

UNIT 3 In the house

GRAMMAR: There is/there are affirmative • There is/ there are negative and questions

VOCABULARY: In the house • Prepositions of place • Household objects • Materials

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can recognise familiar key words and phrases in
short, basic descriptions (e.g. of objects, people or
animals), if spoken slowly and clearly. (P) 24 A1 (22–29) 44
Can recognise words and simple phrases related
to familiar topics, if spoken slowly and clearly and
supported by pictures. (P) 25 A1 (22–29) 48
Can understand simple phrases about likes and
dislikes. (P) 23 A1 (22–29) 50
Speaking Can repeat single words if spoken slowly and clearly. (P) 10 <A1 (10–21) 43, 49, 51
Can describe the position of objects or people in a 43, 45, 48,
basic way, using pictures or gestures. (P) 26 A1 (22–29) 49
Can reproduce words from taught vocabulary lists. (P) 23 A1 (22–29) 44
Can say how many things there are, up to ten. (P) 13 <A1 (10–21) 45
Can ask about the location of an object using a basic
phrase. (P) 27 A1 (22–29) 47
Can repeat phrases and short sentences, if spoken
slowly and clearly. (P) 16 <A1 (10–21) 48
Can use basic informal expressions for greeting and
leave-taking (e.g. ‘hello’, ‘hi’, ‘bye’). (P) 10 <A1 (10–21) 48
Can use a few basic words and phrases to show
politeness (e.g. ‘please’, ‘thank you’). (P) 19 <A1 (10–21) 48
Can give a simple evaluation, using a fixed expression
(e.g. ‘Yes/No’, ‘Good/Bad’). (P) 17 <A1 (10–21) 50
Can describe objects in a basic way (e.g. colour, size). (P) 25 A1 (22–29) 50

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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 language.policy@coe.int.
12 Wider World Second Edition Starter

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Reading Can understand basic written instructions for
classroom activities (e.g. ‘Read and match’). (P) 23 A1 (22–29) 43, 51
Can recognise simple words and phrases related to
familiar topics if supported by pictures. (P) 23 A1 (22–29) 43, 48
Can identify familiar words in short, simple texts. (P) 44, 48, 49,
23 A1 (22–29) 51
Can recognise key words and basic phrases in short,
simple cartoon stories. (P) 24 A1 (22–29) 46
Can understand a few simple phrases related to
familiar, everyday activities. (P) 25 A1 (22–29) 49
Can distinguish between a negative statement and a
positive statement. (P) 25 A1 (22–29) 49
Can understand short, simple descriptions of objects,
people and animals if supported by pictures. (P) 27 A1 (22–29) 50
Can understand simple contractions (e.g. ‘I’m’, ‘he’s’,
‘we’re’). (P) 22 A1 (22–29) 50
Can guess the meaning of a word from an
accompanying picture. (C2018a) 23 A1 (22–29) 51
Can recognise a range of basic everyday nouns
and adjectives (e.g. colours, numbers, classroom
objects). (P) 17 <A1 (10–21) 51
Can understand the relationship between words
from the same vocabulary set (e.g. colours, foods,
classroom objects). (P) 23 A1 (22–29) 51
Writing Can write simple phrases with appropriate spacing
between words. (P) 22 A1 (22–29) 43, 44, 48
Can use a question mark to indicate a question. (P) 22 A1 (22–29) 47, 48
Can write basic sentences referring to everyday items
(e.g. classroom objects), given prompts or a model. (P) 27 A1 (22–29) 49
Can use an apostrophe when writing contractions
(e.g. ‘I’m’, ‘We’re’). (P) 26 A1 (22–29) 50
Can write some familiar words. (P) 20 <A1 (10–21) 51

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 language.policy@coe.int.
13 Alignment with the Global Scale of English and the Common European Framework of Reference

UNIT 4 About me
GRAMMAR: Have got affirmative and negative • Regular and irregular plurals • Have got questions and
short answers • Possessive adjectives

VOCABULARY: Face, eyes, hair • Parts of the body • Personality adjectives • Adjectives

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can identify people in their immediate surroundings
or in pictures from a short, simple description of their
physical appearance and clothes. (P) 27 A1 (22–29) 57
Can recognise familiar words in short phrases and
sentences spoken slowly and clearly, if supported by
pictures or gestures. (P) 19 <A1 (10–21) 58
Can recognise familiar key words and phrases in
short, basic descriptions (e.g. of objects, people or
animals), if spoken slowly and clearly. (P) 24 A1 (22–29) 62, 65
Can understand some basic words and phrases to
show politeness (e.g. ‘Please’, ‘Thank you’, ‘Excuse me’,
‘Sorry’). (C2018a) 11 <A1 (10–21) 62
Can understand simple phrases related to familiar
topics, if spoken slowly and clearly and supported by
pictures. (P) 27 A1 (22–29) 63
Can identify the names of people or places in short,
simple dialogues, if spoken slowly and clearly. (P) 27 A1 (22–29) 64
Speaking Can repeat single words if spoken slowly and clearly. (P) 10 <A1 (10–21) 57
Can reproduce words from taught vocabulary lists. (P) 23 A1 (22–29) 57
Can answer simple questions about their family and
friends, using basic phrases. (P) 26 A1 (22–29) 57, 61
Can describe someone’s physical appearance using
one or two words. (P) 24 A1 (22–29) 57, 59
Can respond to a simple question with a gesture (e.g.
a shake of the head) or yes/no answer. (P) 11 <A1 (10–21) 58, 63
Can repeat phrases and short sentences, if spoken
slowly and clearly. (P) 16 <A1 (10–21) 59, 62, 63
Can ask simple questions about other people (e.g.
their name, age, where they live, things they have).
(C2018a) 27 A1 (22–29) 61
Can sing a simple song, if supported by pictures. (P) 22 A1 (22–29) 61
Can make an apology using basic polite fixed
expressions. (P) 28 A1 (22–29) 62
Can use cardinal numbers up to ten. (P) 10 <A1 (10–21) 63
Can talk about familiar people and places using single
words. (C2018a) 26 A1 (22–29) 63
Can express likes and dislikes in relation to familiar
topics in a basic way. (P) 29 A1 (22–29) 64
Can describe someone’s physical appearance in a
basic way, if guided by questions or prompts. (P) 29 A1 (22–29) 65

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14 Wider World Second Edition Starter

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Reading Can identify familiar words in short, simple texts. (P) 57, 58, 60,
23 A1 (22–29) 63, 65
Can understand the relationship between words
from the same vocabulary set (e.g. colours, foods,
classroom objects). (P) 23 A1 (22–29) 57
Can understand basic sentences describing
someone’s physical appearance, (e.g. eye/hair colour,
height), if supported by pictures. (P) 26 A1 (22–29) 57, 58, 65
Can recognise key words and basic phrases in short,
simple cartoon stories. (P) 24 A1 (22–29) 60
Can recognise single, familiar everyday words if
supported by pictures. (C2018a) 21 <A1 (10–21) 62
Can understand basic information about people’s
likes and dislikes, if supported by pictures. (P) 26 A1 (22–29) 64
Can understand short, simple descriptions of objects,
people and animals if supported by pictures. (P) 27 A1 (22–29) 64
Can guess the meaning of a word from an
accompanying picture. (C2018a) 23 A1 (22–29) 65
Can distinguish between a negative statement and a
positive statement. (P) 25 A1 (22–29) 65
Can understand basic written instructions for
classroom activities (e.g. ‘Read and match’). (P) 23 A1 (22–29) 65
Writing Can spell a range of common words (e.g. names,
greetings, colours). (P) 24 A1 (22–29) 57
Can spell words in which letters of the alphabet
combine to produce single sounds, e.g. sh, igh. (P) 28 A1 (22–29) 57
Can write basic sentences describing everyday items
(e.g. colour, size), given prompts or a model. (P) 28 A1 (22–29) 59
Can link two words or phrases in a sentence using
‘and’. (P) 28 A1 (22–29) 59, 63
Can write basic, single-clause sentences, given a
model. (P) 29 A1 (22–29) 59
Can write simple phrases with appropriate spacing
between words. (P) 22 A1 (22–29) 62
Can write basic sentences referring to everyday items
(e.g. classroom objects), given prompts or a model. (P) 27 A1 (22–29) 62
Can write simple sentences about their likes or
dislikes in relation to familiar topics (e.g. food), given
prompts or a model. (P) 30 A2 (30–35) 64

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15 Alignment with the Global Scale of English and the Common European Framework of Reference

UNIT 5 Things I can do

GRAMMAR: Can affirmative and negative • Can questions and short answers

VOCABULARY: Action verbs • Make, play, ride • Language • Musical instruments

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can hear the individual vowel and consonant sounds
in simple words, if supported by pictures. (P) 16 <A1 (10–21) 73
Can recognise familiar key words and phrases in
short, basic descriptions (e.g. of objects, people or
animals), if spoken slowly and clearly. (P) 24 A1 (22–29) 74, 79
Can understand what people say they can or can’t do
from simple sentences spoken slowly and clearly. (P) 28 A1 (22–29) 75
Can understand a few basic words and phrases in a
story that is read aloud to them. (P) 18 <A1 (10–21) 76
Can understand basic information in short passages
about everyday activities or routines, if spoken slowly
and clearly and supported by prompts. (P) 29 A1 (22–29) 78, 80
Speaking Can repeat phrases and short sentences, if spoken 73, 74, 75,
slowly and clearly. (P) 16 <A1 (10–21) 78, 79, 81
Can talk about things they can or can’t do using a
simple fixed expression. (P) 28 A1 (22–29) 75, 80
Can express likes and dislikes in relation to familiar
topics in a basic way. (P) 29 A1 (22–29) 80
Reading Can recognise single, familiar everyday words if
supported by pictures. (C2018a) 21 <A1 (10–21) 73
Can combine single letter sounds to read simple
words. (P) 18 <A1 (10–21) 73
Can recognise simple words and phrases related to
familiar topics if supported by pictures. (P) 23 A1 (22–29) 74
Can understand a simple text if supported by
pictures. (P) 25 A1 (22–29) 74, 79, 81
Can understand basic phrases in short, simple
texts. (P) 24 A1 (22–29) 74
Can recognise key words and basic phrases in short,
simple cartoon stories. (P) 24 A1 (22–29) 76
Can understand a few simple phrases related to
familiar, everyday activities. (P) 25 A1 (22–29) 78
Can distinguish between a negative statement and a
positive statement. (P) 25 A1 (22–29) 79, 81
Can understand basic written instructions for
classroom activities (e.g. ‘Read and match’). (P) 23 A1 (22–29) 80
Can identify familiar words in short, simple texts. (P) 23 A1 (22–29) 80

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16 Wider World Second Edition Starter

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Writing Can list simple information (e.g. names, numbers,
prices) from short illustrated texts on familiar
topics. (P) 25 A1 (22–29) 73
Can write simple sentences about what they or other
people can or can’t do. (P) 29 A1 (22–29) 75, 77, 81
Can write a single basic sentence about daily routines
and activities. (P) 28 A1 (22–29) 78
Can copy short sentences containing only familiar
words, if presented in standard printed form. (P) 13 <A1 (10–21) 78
Can link two simple sentences using ‘and’, given
prompts or a model. (P)
29 A1 (22–29) 80

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17 Alignment with the Global Scale of English and the Common European Framework of Reference

UNIT 6 My day
GRAMMAR: Present Simple affirmative • Adverbs of frequency

VOCABULARY: Daily activities • Days of the week • Months • On the internet

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can recognise familiar words in short phrases and
sentences spoken slowly and clearly, if supported by
pictures or gestures. (P) 19 <A1 (10–21) 87, 88
Can understand basic information in short passages
about everyday activities or routines, if spoken slowly
and clearly and supported by prompts. (P) 29 A1 (22–29) 88, 94
Can understand the time of day when expressed to
the half hour. (P) 25 A1 (22–29) 92
Can recognise familiar key words and phrases in
short, basic descriptions (e.g. of objects, people or
animals), if spoken slowly and clearly. (P) 24 A1 (22–29) 93
Speaking Can repeat single words if spoken slowly and
clearly. (P) 10 <A1 (10–21) 87, 93
Can take part in basic games that use fixed
expressions or rhymes. (P) 22 A1 (22–29) 87, 89
Can repeat phrases and short sentences, if spoken
slowly and clearly. (P) 16 <A1 (10–21) 88, 92, 95
Can answer simple questions about their daily
routines using gestures and short, fixed expressions.
(C2018a) 29 A1 (22–29) 89
Can ask someone the time. (P) 23 A1 (22–29) 92
Can tell the time of day to within ten minutes. (P) 32 A2 (30–35) 92
Can express likes and dislikes in relation to familiar
topics in a basic way. (P) 29 A1 (22–29) 93
Can give a simple evaluation, using a fixed expression
(e.g. ‘Yes/No’, ‘Good/Bad’). (P) 17 <A1 (10–21) 93
Can read aloud short, familiar phrases with intelligible
pronunciation. (P) 29 A1 (22–29) 93
Can talk about everyday activities using simple
language. (P)
34 A2 (30–35) 94

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18 Wider World Second Edition Starter

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Reading Can understand a few simple phrases related to 87, 88, 90,
familiar, everyday activities. (P) 25 A1 (22–29) 94
Can understand basic information about people’s
likes and dislikes, if supported by pictures. (P) 26 A1 (22–29) 87
Can find proper names (e.g. people, places,
nationalities) in short, simple texts by looking for
capital letters. (P) 24 A1 (22–29) 88
Can recognise simple words and phrases related to
familiar topics if supported by pictures. (P) 23 A1 (22–29) 88
Can guess what a story or text is about from the
pictures. (P) 27 A1 (22–29) 88
Can recognise key words and basic phrases in short,
simple cartoon stories. (P) 24 A1 (22–29) 90
Can identify familiar words in short, simple texts. (P) 23 A1 (22–29) 90, 91, 93
Can read the time when written as words. (P) 28 A1 (22–29) 92
Can understand short, simple descriptions of familiar
places, if supported by pictures. (P) 23 A1 (22–29) 93
Can understand a simple text if supported by
pictures. (P) 25 A1 (22–29) 93
Can understand basic phrases in short, simple
texts. (P) 24 A1 (22–29) 95
Can understand basic time words e.g. days of the
week, months of the year. (P) 19 <A1 (10–21) 95
Writing Can label simple pictures related to familiar topics by
copying single words. (P) 16 <A1 (10–21) 87
Can write some familiar words. (P) 20 <A1 (10–21) 87
Can write a single basic sentence about daily routines
and activities. (P) 28 A1 (22–29) 89, 91, 94
Can copy some short familiar words presented in
standard printed form. (P) 10 <A1 (10–21) 91
Can write simple sentences about what they or other
people can or can’t do. (P)
29 A1 (22–29) 95

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19 Alignment with the Global Scale of English and the Common European Framework of Reference

UNIT 7 Animals
GRAMMAR: Present Simple negative • Present Simple questions and short answers

VOCABULARY: Wild animals • Pets • Adjectives • Where animals live

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can recognise familiar words in short phrases and
sentences spoken slowly and clearly, if supported by
pictures or gestures. (P) 19 <A1 (10–21) 104, 108
Can understand a simple evaluation (e.g. ‘yes/no’,
‘good/bad’). (P) 12 <A1 (10–21) 107
Can understand basic information about prices, times,
and dates in familiar contexts, if spoken slowly and
clearly. (C2018a) 29 A1 (22–29) 108
Can identify everyday objects, people or animals in
their immediate surroundings or in pictures from
short, basic descriptions (e.g. colour, size), if spoken
slowly and clearly. (P) 19 <A1 (10–21) 109, 110
Speaking Can repeat single words if spoken slowly and
clearly. (P) 10 <A1 (10–21) 103
Can name everyday objects, animals or people
around them or in pictures using single words. (P) 18 <A1 (10–21) 103
Can repeat phrases and short sentences, if spoken 104, 108,
slowly and clearly. (P) 16 <A1 (10–21) 109, 111
Can answer simple questions about their daily
routines using gestures and short, fixed expressions.
(C2018a) 29 A1 (22–29) 105
Can read aloud short, familiar phrases with intelligible
pronunciation. (P) 29 A1 (22–29) 105
Can take part in basic games that use fixed
expressions or rhymes. (P) 22 A1 (22–29) 107, 109
Can sing a simple song, if supported by pictures. (P) 22 A1 (22–29) 107
Can reproduce words from taught vocabulary lists. (P) 23 A1 (22–29) 108
Can say how much something costs using simple
language. (P) 25 A1 (22–29) 108
Can express likes and dislikes in relation to familiar
topics in a basic way. (P) 29 A1 (22–29) 110

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prior to using these by writing to the Language Policy Unit of the Council of Europe language.policy@coe.int.
20 Wider World Second Edition Starter

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Reading Can recognise basic action words (e.g. ‘clap’, ‘stamp’,
‘jump’, ‘walk’). (P) 21 <A1 (10–21) 103
Can understand a few simple phrases related to
familiar, everyday activities. (P) 25 A1 (22–29) 104
Can distinguish between a negative statement and a
positive statement. (P) 25 A1 (22–29) 104
Can recognise simple words and phrases related to
familiar topics if supported by pictures. (P) 23 A1 (22–29) 104, 108
Can guess what a story or text is about from the
pictures. (P) 27 A1 (22–29) 104
Can follow a simple dialogue about familiar, everyday
activities. (P) 31 A2 (30–35) 105
Can understand basic written instructions for
classroom activities (e.g. ‘Read and match’). (P) 23 A1 (22–29) 105
Can recognise key words and basic phrases in short,
simple cartoon stories. (P) 24 A1 (22–29) 106
Can identify familiar words in short, simple texts. (P) 23 A1 (22–29) 106
Can follow simple dialogues in short illustrated stories,
if they can listen while reading. (P) 26 A1 (22–29) 108
Can understand short, simple descriptions of objects, 109, 110,
people and animals if supported by pictures. (P) 27 A1 (22–29) 111
Can follow the sequence of events in a short text on a
familiar, everyday topic (P) 33 A2 (30–35) 110
Can understand basic sentences about where things,
animals or people are. (P) 27 A1 (22–29) 111
Writing Can label simple pictures related to familiar topics by
copying single words. (P) 16 <A1 (10–21) 103
Can spell a range of common words (e.g. names,
greetings, colours). (P)
24 A1 (22–29) 103
Can write simple phrases with appropriate spacing
between words. (P) 22 A1 (22–29) 107
Can use a question mark to indicate a question. (P) 22 A1 (22–29) 107
Can list simple information (e.g. names, numbers,
prices) from short illustrated texts on familiar
topics. (P) 25 A1 (22–29) 109, 110
Can write simple sentences using familiar words, given
prompts. (P) 30 A2 (30–35) 110

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21 Alignment with the Global Scale of English and the Common European Framework of Reference

UNIT 8 I like that!

GRAMMAR: Love / like / don’t like / hate + -ing • Object pronouns • Question words

VOCABULARY: Sports • Healthy lifestyle • Sports equipment

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Listening Can recognise familiar words in short phrases and
sentences spoken slowly and clearly, if supported by
pictures or gestures. (P) 19 <A1 (10–21) 118
Can understand basic information in short passages
about everyday activities or routines, if spoken slowly
and clearly and supported by prompts. (P) 29 A1 (22–29) 118, 124
Can understand simple sentences on familiar topics if
spoken slowly and clearly and with pauses. (C2018a) 28 A1 (22–29) 121
Can understand basic phrases about the weather, if
spoken slowly and clearly. (P) 24 A1 (22–29) 122
Speaking Can repeat phrases and short sentences, if spoken 118, 122,
slowly and clearly. (P) 16 <A1 (10–21) 123
Can ask someone about their likes and dislikes in a
basic way. (P) 29 A1 (22–29) 121
Can express likes and dislikes in relation to familiar
topics in a basic way. (P) 29 A1 (22–29) 121, 125
Can take part in basic games that use fixed
expressions or rhymes. (P) 22 A1 (22–29) 121, 122
Can say what the weather is like using basic
phrases. (P) 27 A1 (22–29) 122
Can answer simple questions about their daily
routines using gestures and short, fixed expressions.
(C2018a) 29 A1 (22–29) 123
Can talk about familiar people and places using single
words. (C2018a) 26 A1 (22–29) 124
Reading Can understand basic written instructions for 117, 123,
classroom activities (e.g. ‘Read and match’). (P) 23 A1 (22–29) 125
Can understand a few simple phrases related to
familiar, everyday activities. (P) 25 A1 (22–29) 117, 124
Can understand basic information about people’s 118, 119,
likes and dislikes, if supported by pictures. (P) 26 A1 (22–29) 125
Can recognise simple words and phrases related to
familiar topics if supported by pictures. (P) 23 A1 (22–29) 118
Can guess what a story or text is about from the
pictures. (P) 27 A1 (22–29) 118
Can recognise key words and basic phrases in short,
simple cartoon stories. (P) 24 A1 (22–29) 120
Can understand a simple text if supported by
pictures. (P) 25 A1 (22–29) 120
Can understand simple sentences about the weather,
if supported by pictures. (P) 25 A1 (22–29) 122
Can identify familiar words in short, simple texts. (P) 23 A1 (22–29) 123

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22 Wider World Second Edition Starter

SKILL GSE DESCRIPTOR GSE CEFR PAGE(S)

Writing Can copy some short familiar words presented in
standard printed form. (P) 10 <A1 (10–21) 117
Can label simple pictures related to familiar topics by
copying single words. (P) 16 <A1 (10–21) 117
Can write a single basic sentence about daily routines
and activities. (P) 28 A1 (22–29) 117, 124
Can write simple sentences about their likes or
dislikes in relation to familiar topics (e.g. food), given
prompts or a model. (P) 30 A2 (30–35) 119, 124
Can use a question mark to indicate a question. (P) 22 A1 (22–29) 121
Can list simple information (e.g. names, numbers,
prices) from short illustrated texts on familiar topics. (P)
25 A1 (22–29) 125

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23 Alignment with the Global Scale of English and the Common European Framework of Reference

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.

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 language.policy@coe.int.