Activity, strategy or competence

Descriptor

Audio-visual and

Oral comprehension

·         Can recognise familiar words/signs and phrases and identify the topics in headline news summaries and many of the products in advertisements, by exploiting visual information and general knowledge.

·         Can follow language which is very slow and carefully articulated, with long pauses for them to assimilate meaning.

·         Can pick out concrete information (e.g. places and times) from short recordings on familiar everyday topics, provided they are delivered very slowly and clearly.

·         Can understand in outline very simple information being explained in a predictable situation like a guided tour, provided the delivery is very slow and clear and that there are long pauses from time to time.

·         Can understand some expressions when people are discussing them, family, school, hobbies or surroundings, provided the delivery is slow and clear.

·         Can understand words/signs and short sentences in a simple conversation (e.g. between a customer and a salesperson in a shop), provided people communicate very slowly and very clearly.

Oral interaction

Oral production

·         Can ask and answer questions about themselves and other people, where they live, people they know, things they have.

·         Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.

·         Can exchange likes and dislikes for sports, foods, etc., using a limited repertoire of expressions, when addressed clearly, slowly and directly.

·         Can make an introduction and use basic greeting and leave-taking expressions.

·         Can reply in an interview to simple direct questions, put very slowly and clearly in direct, non-idiomatic language, about personal details.

·         Can take part in a simple conversation of a basic factual nature on a predictable topic (e.g. their home country, family, school).

·         Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to them clearly and slowly, with repetition, by a sympathetic interlocutor.

·         Can understand questions and instructions addressed carefully and slowly to them and follow short, simple directions.

·         Can describe simple aspects of their everyday life in a series of simple sentences, using simple words/signs and basic phrases, provided they can prepare in advance.

·         Can describe themselves, what they do and where they live.

·         Can name an object and indicate its shape and colour while showing it to others using basic words/signs, phrases and formulaic expressions, provided they can prepare in advance.

·         Can produce simple, mainly isolated phrases about people and places.

Reading comprehension

·         Can find and understand simple, important information in advertisements, programmes for special events, leaflets and brochures (e.g. what is proposed, costs, the date and place of the event, departure times).

·         Can follow short, simple directions (e.g. to go from X to Y).

·         Can get an idea of the content of simpler informational material and short, simple descriptions, especially if there is visual support.

·         Can understand short, illustrated narratives about everyday activities described in simple words.

Written interaction

Written production

·         Can compose a short, very simple message (e.g. a text message) to friends to give them a piece of information or to ask them a question.

·         Can fill in numbers and dates, own name, nationality, address, age, date of birth or arrival in the country, etc., e.g. on a hotel registration form.

·         Can describe in very simple language what a room looks like.

·         Can give information about matters of personal relevance (e.g. likes and dislikes, family, pets) using simple words/signs and basic expressions.

·         Can produce simple phrases and sentences about themselves and imaginary people, where they live and what they do.

·         Can use simple words/signs and phrases to describe certain everyday objects (e.g. the colour of a car, whether it is big or small).

Grammar Scope

·         Singular and plural nouns

·         Basic pronouns ( subject /object)

·         Possessive adjectives & possessive s

·         Articles: Definite (the), Indefinite (a, an).

·         This ,that ,these , those

·         Verbs: Present simple, Present continuous, Imperatives, basic past simple

·         Adjectives: Basic descriptive adjectives, comparatives

·         Adverbs: Frequency, Basic adverbs of manner.

·         Modals Can / can’t

·         Prepositions: Place, Time, Basic direction.

·         Conjunctions: Basic conjunctions (and, but, or).

·         Questions and Negatives: (Yes/no questions, WH- questions, Negative sentences)

·         Basic sentence structure (Affirmative, negative, and interrogative sentences, Simple and basic compound sentences)

·         Countable and uncountable

·         Basic quantifiers (much, many)  

Activity, strategy or competence

Descriptor

Audio-visual and

Oral comprehension

·         Can follow changes of topic of factual TV news items, and form an idea of the main content.

·         Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment), provided people articulate clearly and slowly.

·         Can follow in outline short, simple social exchanges, conducted very slowly and clearly.

·         Can follow a very simple, well-structured presentation or demonstration, provided it is illustrated with slides, concrete examples or diagrams, it is delivered slowly and clearly with repetition, and the topic is familiar.

·         Can understand the outline of simple information given in a predictable situation, such as on a guided tour (e.g. “This is where the President lives”).

·         Can catch the main point in short, clear, simple messages and announcements.

·         Can understand simple directions on how to get from X to Y, by foot or public transport.

·         Can understand basic instructions on times, dates and numbers, etc., and on routine tasks and assignments to be carried out.

·         Can understand and extract the essential information from short, recorded passages dealing with predictable everyday matters which are delivered slowly and clearly.

Oral interaction

Oral production

·         Can understand what is said clearly, slowly and directly to them in simple everyday conversation; can be made to understand, if the interlocutor can take the trouble.

·         Can use simple, everyday, polite forms of greeting and address.

·         Can converse in simple language with peers, colleagues or members of a host family, asking questions and understanding answers relating to most routine matters.

·         Can make and respond to invitations, suggestions and apologies.

·         Can express how they are feeling, using very basic stock expressions.

·         Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly.

·         Can discuss what to do, where to go and make arrangements to meet.

·         Can express opinions in a limited way.

·         Can give and receive information about quantities, numbers, prices, etc.

·         Can answer simple questions and respond to simple statements in an interview.

·         Can give a simple description or presentation of people, living or working conditions, daily routines. likes/dislikes, etc. as a short series of simple phrases and sentences linked into a list.

·         Can describe their family, living conditions, educational background, present or most recent job.

·         Can describe people, places and possessions in simple terms.

·         Can express what they are good at and not so good at (e.g. sports, games, skills, subjects).

·         Can briefly describe what they plan to do at the weekend or during the holidays.

·         Can present their opinion in simple terms, provided interlocutors are patient.

Reading comprehension

·         Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.

·         Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables.

·         Can understand texts describing people, places, everyday life and culture, etc., provided they use simple language.

·         Can understand the main points in short news items on subjects of personal interest (e.g. sport, celebrities).

·         Can understand short narratives and descriptions of someone’s life composed in simple language.

·         Can understand much of the information provided in a short description of a person (e.g. a celebrity).

·         Can understand the main point of a short article reporting an event that follows a predictable pattern (e.g. the Oscars), provided it is composed clearly in simple language.

Written interaction

Written production

·         Can convey personal information of a routine nature, for example in a short e-mail or letter introducing themselves.

·         Can compose very simple personal letters expressing thanks and apology.

·         Can compose short, simple notes, e-mails and text messages (e.g. to send or reply to an invitation, to confirm or change an arrangement).

·         Can produce a series of simple phrases and sentences about their family, living conditions, educational background, or present or most recent job.

·         Can compose an introduction to a story or continue a story, provided they can consult a dictionary and references (e.g. tables of verb tenses in a course book).

·         Can produce simple texts on familiar subjects of interest, linking sentences with connectors like “and”, “because” or “then”.

·         Can give their impressions and opinions about topics of personal interest (e.g. lifestyles and culture, stories), using basic everyday vocabulary and expressions.

Linguistic competence

·         Can produce brief, everyday expressions in order to satisfy simple needs of a concrete type (e.g. personal details, daily routines, wants and needs, requests for information).

·         Can use basic sentence patterns and communicate with memorised phrases, groups of a few words/signs and formulae about themselves and other people, what they do, places, possessions, etc.

·         Has sufficient vocabulary for the expression of basic communicative needs.

·         Has sufficient vocabulary for coping with simple survival needs.

Grammar Scope

·         Frequency adverbs

·         Basic pronouns ( subject /object)

·         Comparatives and superlatives.

·         Countable and Uncountable: much/many/some /any

·         Past simple, past continuous

·         Present continuous, Present simple, Present perfect.

·         Future tenses (will / going to )

·         There is – there are.

·         Verb + ing: like/hate/love/don’t mind.

·         Imperatives.

·         Modals – can/could for requests, have to, should for advice.

·         Possessives adjectives and use of ‘s, s’.

·         Prepositions of time: on/in/at.  

·         Reflexive pronouns

·         Zero and First conditional

·         Basic intensifiers

Activity, strategy or competence

Descriptor

Oral comprehension

·         Can understand the main points made in clear standard language or a familiar variety on familiar matters regularly encountered at work, school, leisure, etc., including short narratives.

·         Can generally follow the main points of extended discussion around them, provided it is clearly articulated in standard language or a familiar variety.

·         Can follow in outline straightforward short talks on familiar topics, provided these are delivered in clearly articulated standard language or a familiar variety.

·         Can follow a straightforward conference presentation or demonstration with visual support (e.g. slides, handouts) on a topic or product within their field, understanding explanations given.

·         Can understand the main points of what is said in a straightforward monologue (e.g. a guided tour), provided the delivery is clear and relatively slow.

·         Can understand public announcements at airports, stations and on planes, buses and trains, provided these are clearly articulated with minimum interference from [auditory/visual] background noise.

·         Can understand the main points of news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly.

·         Can understand the main points and important details in stories and other narratives (e.g. a description of a holiday), provided the delivery is slow and clear.

Reading comprehension

·         Can read straightforward factual texts on subjects related to their field of interest with a satisfactory level of comprehension.

·         Can understand the description of events, feelings and wishes in personal letters well enough to correspond regularly with a pen friend.

·         Can understand the important information in simple, clearly drafted adverts in newspapers or magazines, provided there are not too many abbreviations.

·         Can recognise significant points in straightforward news articles on familiar subjects.

·         Can understand the main points in descriptive notes such as those on museum exhibits and explanatory boards in exhibitions.

·         Can understand descriptions of places, events, explicitly expressed feelings and perspectives in narratives, guides and magazine articles that employ high frequency everyday language.

·         Can follow the plot of stories, simple novels and comics with a clear linear storyline and high frequency everyday language, given regular use of a dictionary.

·         Can make basic inferences or predictions about text content from headings, titles or headlines.

Oral production

Oral interaction

·         Can give straightforward descriptions on a variety of familiar subjects within their field of interest.

·         Can reasonably fluently relate a straightforward narrative or description as a sequence of points.

·         Can give detailed accounts of experiences, describing feelings and reactions.

·         Can relate the plot of a book or film and describe their reactions.

·         Can narrate a story.

·         Can report straightforward factual information on a familiar topic, for example to indicate the nature of a problem or to give detailed directions, provided they can prepare beforehand.

·         Can express opinions on subjects relating to everyday life, using simple expressions.

·         Can briefly give reasons and explanations for opinions, plans and actions.

·         Can give a prepared straightforward presentation on a familiar topic within their field which is clear enough to be followed without difficulty most of the time, and in which the main points are explained with reasonable precision.

·         Can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling. Can enter unprepared into conversation on familiar topics, and express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

·         Can follow clearly articulated speech/sign directed at them in everyday conversation, though will sometimes have to ask for repetition of particular words/signs and phrases.

·         Can enter unprepared into conversations on familiar topics.

·         Can give or seek personal views and opinions in discussing topics of interest.

·         Can express beliefs, opinions and agreement and disagreement politely.

·         Can follow argumentation and discussion on a familiar or predictable topic, provided the points are made in relatively simple language and/or repeated, and opportunity is given for clarification.

·         Can generally follow what is said and, when necessary, repeat back part of what someone has said to confirm mutual understanding.

·         Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow-up questions.

Written production

Written interaction

·         Can produce straightforward connected texts on a range of familiar subjects within their field of interest, by linking a series of shorter discrete elements into a linear sequence.

·         Can give a description of an event, a recent trip – real or imagined.

·         Can narrate a story.

·         Can present a topic in a short report or poster, using photographs and short blocks of text.

·         Can compose personal letters and notes asking for or conveying simple information of immediate relevance, getting across the point they feel to be important.

·         Can compose personal letters describing experiences, feelings and events in some detail.

·         Can compose a basic letter of application with limited supporting details.

Linguistic competence

·         Has enough language to get by, with sufficient vocabulary to express themselves with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel and current events, but lexical limitations cause repetition and even difficulty with formulation at times.

·         Has a good range of vocabulary related to familiar topics and everyday situations.

·         Can produce continuous writing which is generally intelligible throughout.

·         Spelling, punctuation and layout are accurate enough to be followed most of the time.

Grammar Scope

·         Present simple passive

·         Broader range of intensifiers (too,enough,….)

·         Question tags

·         Conditional 2nd & 3rd

·         Future continuous , Future perfect

·         Advanced modals

·         Present perfect continuous

·         Reported speech

·         Adjectives and Adverbs: Position of adjectives and adverbs, Adjective order.

·         More complex article rules.

·         Adjectives ending in -ed and -ing,

·          Adverbs of degree.

·         Conjunctions: Conjunctions of concession, Conjunctions of condition, Conjunctions of contrast.

·         Embedded questions

·         Advances Passive Voice

·         Quantifiers and Determiners: Advanced quantifiers, Complex determiners.

·         Phrasal Verbs   

Activity, strategy or competence

Descriptor

Oral comprehension

·         Can understand straightforward factual information about common everyday or job-related topics, identifying both general messages and specific details, provided people articulate clearly in a generally familiar variety.

·         Can follow a lecture or talk within their own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.

·         Can distinguish between main ideas and supporting details in standard lectures on familiar subjects, provided these are delivered in clearly articulated standard language or a familiar variety.

Reading comprehension

·         Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task.

·         Can understand straightforward, factual texts on subjects relating to their interests or studies.

·         Can identify the main conclusions in clearly signalled argumentative texts.

·         Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail.

Oral production

Oral interaction

·         Can clearly express feelings about something experienced and give reasons to explain those feelings.

·         Can explain the main points in an idea or problem with reasonable precision.

·         Can develop an argument well enough to be followed without difficulty most of the time.

·         Can give simple reasons to justify a viewpoint on a familiar topic.

·         Can give a prepared presentation on a familiar topic within their field, outlining similarities and differences (e.g. between products, countries/regions, plans).

·         Can communicate with some confidence on familiar routine and non-routine matters related to their interests and professional field. Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem. Can express thoughts on more abstract, cultural topics such as films, books, music, etc.

·         Can express their thoughts about abstract or cultural topics such as music or films.

·         Can summarise and give their opinion about a short story, article, talk, discussion, interview or documentary and answer further questions of detail.

·         Can carry out a prepared interview, checking and confirming information, though they may occasionally have to ask for repetition if the other person’s response is rapid or extended.

Written production

Written interaction

·         Can give a simple review of a film, book or TV programme using a limited range of language.

·         Can produce short, simple essays on topics of interest.

·         Can produce a text on a topical subject of personal interest, using simple language to list advantages and disadvantages, and give and justify their opinion.

·         Can summarise, report and give their opinion about accumulated factual information on familiar routine and non-routine matters within their field with some confidence.

·         Can compose letters expressing different opinions and giving detailed accounts of personal feelings and experiences.

·         Can compose basic formal e-mails/letters (e.g. to make a complaint and request action).

Linguistic competence

·         Has a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and film.

·         Communicates with reasonable accuracy in familiar contexts; generally good control, though with noticeable mother-tongue influence. Errors occur, but it is clear what they are trying to express.

Grammar Scope

·         Future continuous , Future perfect , Future perfect  continuous

·         Articles: Advanced use of articles

·         Adjectives and Adverbs: Gradable vs. non-gradable adjectives, Intensifiers with gradable and non-gradable adjectives, Adverbs of probability.

·         Relative clauses

·         Passive: Passive with modals, advanced passive constructions.

·         Complex sentences with multiple clauses, Conditional sentences with inversion.

·         Verbs: Present perfect continuous, Future continuous, Future perfect, , Advanced modal verbs.

·         Prepositions: Prepositional verbs, Phrasal verbs with multiple particles, Complex prepositional phrases.

·         Conjunctions: Conjunctions of purpose, Conjunctions of reason, Conjunctions of time.

·         Questions and Negatives: Inversion after negative adverbials,

·         Question tags for confirmation.

·         Reported Speech: Complex reporting verbs and structures.

·         Quantifiers and Determiners: Advanced quantifiers, advanced determiners.

·         Expressions and Phrasal Verbs: A wide range of idiomatic expressions, Common idiomatic expressions and their usage in context

Activity, strategy or competence

Descriptor

Audio-visual and Oral comprehension

·         Can understand the main ideas of propositionally and linguistically complex discourse on both concrete and abstract topics delivered in standard language or a familiar variety, including technical discussions in their field of specialisation.

·         Can identify the main reasons for and against an argument or idea in a discussion conducted in clear standard language or a familiar variety.

·         Can understand documentaries, live interviews, talk shows, plays and the majority of films in the standard form of the language or a familiar variety.

Reading comprehension

·         Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms.

·         Can scan quickly through long and complex texts, locating relevant details.

·         Can understand articles and reports concerned with contemporary problems in which particular stances or viewpoints are adopted.

·         Can read for pleasure with a large degree of independence, adapting style and speed of reading to different texts (e.g. magazines, more straightforward novels, history books, biographies, travelogues, guides, lyrics, poems), using appropriate reference sources selectively.

Oral production

Oral interaction

·         Can give clear, detailed descriptions and presentations on a wide range of subjects related to their field of interest, expanding and supporting ideas with subsidiary points and relevant examples.

·         Can describe the personal significance of events and experiences in detail.

·         Can develop a clear argument, expanding and supporting their points of view at some length with subsidiary points and relevant examples.

·         Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

·         Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with users of the target language, quite possible without imposing strain on either party. Can highlight the personal significance of events and experiences, and account for and sustain views clearly by providing relevant explanations and arguments.

·         Can account for and sustain their opinions in discussion by providing relevant explanations, arguments and comments.

·         Can participate actively in routine and non-routine formal discussion.

·         Can follow the discussion on matters related to their field, understand in detail the points given prominence.

·         Can state requirements and ask detailed questions regarding more complex services, e.g. rental agreements.

·         Can take the initiative in an interview, and expand and develop ideas with little help or prodding from an interviewer.

Written production

Written interaction

·         Can produce clear, detailed texts on a variety of subjects related to their field of interest, synthesising and evaluating information and arguments from a number of sources.

·         Can give clear, detailed descriptions on a variety of subjects related to their field of interest.

·         Can produce an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options.

·         Can use formality and conventions appropriate to the context when writing personal and professional letters and e-mails.

·         Can compose formal e-mails/letters of invitation, thanks or apology using appropriate registers and conventions.

Linguistic competence

·         Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words/signs, using some complex sentence forms to do so.

·         Has a good range of vocabulary for matters connected to their field and most general topics.

·         Shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding.

Grammar Scope

·         Mixed conditionals

·         Relative clauses

·         Wish/ if only

·         Tenses: Present perfect simple vs. present perfect continuous, Past perfect simple vs. past perfect continuous, Future perfect continuous

·         Modals for past deductions, complex passive forms, causative have/get.

·         Prepositions: Dependent prepositions, Prepositions in relative clauses, Prepositions in phrasal verbs.

·         Conjunctions: conjunctions of concession, Conjunctions of condition, conjunctions of contrast.

·         Sentence Structures: complex sentences with multiple clauses, Conditional sentences with inversion.

·         Passive Voice: Passive forms with infinitive structures, Advanced passive constructions.

·         Reported Speech: complex reporting verbs and structures, advanced back shifting rules.

·         Relative Clauses: advanced non-defining relative clauses, reduced relative clauses.

·         Subjunctive and Unreal Past: Use of the subjunctive mood, Unreal past.

·         Narrative Tenses: Using different past tenses for storytelling.

·         Collocations and Fixed Expressions: common collocations, Fixed expressions.