Introduction

The Common European Framework of Reference (CEFR) for Languages is a guideline developed by the Council of Europe to describe learning objectives, teaching objectives and achievements of learners of foreign languages. It has six reference levels (A1, A2, B1, B2, C1 and C2), which are widely recognised throughout Europe and beyond as a standard for measuring language proficiency. Rather than listing what a learner is supposed to know at each level, the framework describes what a learner is supposed to be able to do when listening, speaking, writing or reading a foreign language.

Any discussion of learners, materials, teaching objectives and learner achievements and goals involves frequent reference to the framework and a basic knowledge of the provisions of the framework will be necessary for trainees to comprehend and assimilate material both in the pre-course assignment and during the course.

Task 2 Descriptors

Look at the table with details of the Common European Framework of Reference. Complete the gaps (i) – (vii) with the missing descriptors (a) – (f) below the table.

A1

Breakthrough
(Beginner)

• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
• Can introduce themselves and others and can ask and answer questions about personal details such as where he/she lives, people they know and things they have.
• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

A2

Waystage
(Elementary)

• (i) – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – .
• Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
• Can describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need.

B1

Threshold
(Intermediate)

• (ii) – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – .
• Can deal with most situations likely to arise while travelling in an area where the language is spoken.
• Can produce simple connected text on topics that are familiar or of personal interest.
• Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

B2

Vantage
(Upper Intermediate)

• (iii) – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – .
• Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
• (iv) – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – .

C1

Effective Operational Proficiency
(Advanced)

• Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
• Can express ideas fluently and spontaneously without much obvious searching for expressions.
• Can use language flexibly and effectively for social, academic and professional purposes.
• (v) – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – .

C2

Mastery
(Proficiency)

• (vi) – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – .
• Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
• (vii) – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – .

Descriptors

Task

(a)

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).

(c)

Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

(e)

Can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

(g)

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialization.

(b)

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc

(d)

Can understand with ease virtually everything heard or read.

(f)

Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

For the gaps (i) to (vii) in the table above, choose the correct descriptor from (a) to (g).