CEFR

Model

Model

The CEFR model is based on competencies, which are expressed in the form of descriptors by level. They include information about activities, language, conditions, limits, topics, processes and strategies that the user manages at each level. It has a positive approach, that is, it focuses on what the user can do.

The CEFR does not intend to contain all the possible competencies required in all the contexts in which language is used. In fact, the documents in the toolkit state that descriptors are merely illustrative and users of the framework must decide which ones are relevant to their context and adapt them to particular purposes. The CEFR is not:

• exhaustive
• preceptive
• a definition
• a curriculum
• a checklist
• an evaluation

What is it not?

CEFR Toolkit

After the final version of the CEFR appeared in 2001, the Language Policy Division encouraged the development of additional resources to support the appropriate uses of the CEFR in different learning, teaching and evaluation contexts. These resources are known as the "tool kit" of the CEFR.

C2

• Can understand with ease virtually everything heard or read.
• Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
• Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

C1

• Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
• Can express him/herself fluently and spontaneously without much obvious searching for expressions.
• Can use language flexibly and effectively for social, academic and professional purposes.
• Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

B2

• Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation.
• Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
• 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.

B1

• Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
• Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
• Can produce simple connected text on topics, which are familiar, or of personal interest.
• Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

A2

• 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).
• 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 his/her background, immediate environment and matters in areas of immediate need.

A1

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

Spelling and numbers

Descriptor

Task

Spelling and numbers

Read out loud the following information to your examiner. You can repeat it up to three times.

The new sales representative is Hyacinth Rossier. That’s H-Y-A-C-I-N-T-H, and then Rossier, R-O-S-S-I-E-R. Her phone number is 989 3468 5192 and her email address is h.rossier_28901@bigbank.com.us.

• Can read information aloud in a fluent way, correctly spelling names, addresses or email addresses to clarify.
• Can read different kinds of numbers (phone or card numbers, dates, prices, etc.) accurately.

Interview

Descriptor

Task

Interview

• Can do an effective, fluent interview, deviating spontaneously from prepared questions, following up and searching for interesting replies.

• Can take initiatives in an interview, expand and develop ideas with little help or prompting from an interviewer.

Conduct a 4-5 minute interview using the following questions:

Customer Service

• What skills are necessary to work in customer service?

• How does bad customer service affect a company?

• Tell me about 3 things that annoy you as a customer.

• What can companies do to avoid annoying customers?

• In your opinion, is the customer always right? Why (not)?

• How should companies deal with complaints.

Sustained Monologue

Putting a case

Descriptor

Task

Sustained Monologue

• Can develop a clear argument, expanding and supporting his/her points of view at some length with subsidiary and relevant examples.
• Can construct a chain of reasoned argument.
• Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

You must convincingly ‘pitch’ an idea, concept, product/service or proposal in one minute, so this is a timed exercise. I’ll give you one minute to think about what you’re going to say. These are some ideas you can use:

• A product or service you are offering

• An idea for a website/social network

• A special project you need to fund

• A favor you need from someone

• A party plan for a birthday/wedding

• An idea for a blog or a book

Goal-oriented cooperation

Descriptors

Task

The company you work for is going to send one employee to an English-speaking country for one month on a sales trip. Talk together for about 2 minutes about three of the employees and decide which one would be the best.

Goal-oriented cooperation

• Can help along the progress of the work by inviting others to join in, say what they think etc.
• Can outline an issue or a problem clearly, speculating about causes or consequences, and weighing advantages and disadvantages of different approaches.

Formal Discussion

Descriptors

Tasks

Role play

Call Minnesota Chemicals or JooC Designs, explain availability of rooms and services and make them an offer. Use appropriate language, be polite and handle objections professionally.

Formal Discussion

• Can participate actively in a routine and non routine formal discussion.
• Can follow the discussion on matters related to his/her field, understand in detail the points given prominence by the speaker.
• Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and respond to hypotheses.

Overall Listening Comprehension

Descriptors

Task

Overall

Listening

Comprehension

1. What is the woman’s main purpose in calling?

A.To arrange for the car to be picked up.

B. To tell the man the price for the work.

C. To get the man’s credit card number.

D. To tell the man when the work will be finished.

2. Who worked on the car?

A. A helper

B. Ron

C. Gerry

D. Jesse

3. What is the maximum that will be charged to the man’s credit card?

A. $150.00

B. $170.00

C. $180.00

D. $200.00

• Can understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a standard dialect, including technical discussions in his/her field of specialisation.
• Can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is sign-posted by explicit markers.