VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FOREIGN LANGUAGES STANDARDS

(B1 – B2 – C1)
(BASED ON THE COMMON EUROPEAN FRAMEWORK REFERENCE)

© University of Languages & International Studies

Hanoi - 2009
 VNU STANDARDS AS COMPARED TO INTERNATIONAL TESTS OF ENGLISH

TOEFL TOEFL
IETLS TOEIC Cambridge ESOL Tests
VNU STANDARDS (PBT) (iBT)
(0 - 9.0) (10 – 990) (0 – 100)
(310 – 677) (0 – 120)
70 – 84 KET
A1 3.0 397 - 415 30 - 35 290 – 340
KET – Pass Certificate
85 – 100 KET
A2 3.5 416 – 436 36 - 40 350 – 400
KET – Pass with Merit Certificate
B1
70 – 84 PET
(Mainstream non-English major 4.0 437 – 476 41 - 52 410 – 520
PET – Pass Certificate
students)
85 – 100 PET
4.5 477 - 493 53 - 58 530 – 560
PET – Pass with Merit Certificate
60 - 74 FCE
B2 5.0 494 – 512 59 - 64 570 – 620
FCE - Passing grade C Certificate
(Fast-track non-English major
75 – 79 FCE
students) 5.5 513 - 530 65 - 71 630 – 670
FCE – Passing grade B Certificate
C1
80 – 100 FCE
(Students of International 6.0 531 - 547 72 - 78 680 – 720
FCE – Passing grade A Certificate
Standard program)
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VNU STANDARDS AS COMPARED TO CAMBRIDGE ESOL TESTS OF ENGLISH

4
 B1
According to the global CEF
framework, a B1 learner should
generally possess the following
abilities:
 Can understand the main points of
clear standard input on familiar
matters regularly encountered in
Global Scales 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 and
ambitions and briefly give reasons
and explanations for opinions and
plans.
B2
According to the global CEF
framework, a B2 learner should
generally possess the following
abilities:
 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.
C1
According to the global CEF
framework, a C1 learner should
generally possess the following
abilities:
 Can understand a wide range of
demanding, longer texts, and
recognize 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.
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General ability

Criteria GENERAL LINGUISTIC VOCABULARY RANGE VOCABULARY GRAMMATICAL PHONOLOGICAL

RANGE CONTROL ACCURACY CONTROL

• Has a sufficient range • Has a sufficient vocabulary to • Shows good control of • Communicates with • Pronunciation is
of language to describe express him/herself with some elementary vocabulary reasonable accuracy in clearly intelligible even
unpredictable situations, circumlocutions on most topics but major errors still familiar contexts; generally if a foreign accent is
explain the main points pertinent to his/her everyday life occur when expressing good control though with sometimes evident
in an idea or problem such as family, hobbies and more complex thoughts noticeable mother tongue and occasional
with reasonable interests, work, travel, and current or handling unfamiliar influence. Errors occur, but mispronunciations
B1 precision and express events. topics and situations. it is clear what he/she is occur.
thoughts on abstract or trying to express.
Ability cultural topics such as
music and films. • Uses reasonably
accurately a repertoire of
frequently used ‘routines’
and patterns associated
with more predictable
situations.

• Can express • Has a good range of • Lexical accuracy • Good grammatical • Has acquired a
him/herself vocabulary for matters is generally high, control; occasional clear, natural,
clearly and connected to his/her field and though some ‘slips’ or non- pronunciation
without much most general topics. confusion and systematic errors and intonation
B2 sign of having to incorrect word and minor flaws in
Ability restrict what • Can vary formulation to avoid choice does sentence structure
he/she wants to frequent repetition, but lexical occur without may still occur, but
say. gaps can still cause hindering they are rare and
hesitation and circumlocution. communication. can often be
• Has a sufficient corrected in
range of
6
 language to be retrospect.
able to give clear
descriptions, • Shows a relatively
express high degree of
viewpoints and grammatical
develop control. Does not
arguments make mistakes
without much which lead to
conspicuous misunderstanding.
searching for
words, using
some complex
sentence forms
to do so.

• Can select an • Has a good command of a • Occasional minor • Consistently • Can vary
appropriate broad lexical repertoire slips, but no maintains a high intonation and
C1 formulation from allowing gaps to be readily significant degree of place sentence
a broad range of overcome with vocabulary grammatical stress correctly
Ability language to circumlocutions; little obvious errors. accuracy; errors in order to
express searching for expressions or are rare and express finer
him/herself avoidance strategies. Good difficult to spot. shades of
clearly, without command of idiomatic meaning.
having to restrict expressions and
what he/she colloquialisms.
wants to say.

Criteria ORTHOGRAPHIC SOCIOLINGUISTIC FLEXIBILITY THEMATIC TURNTAKING COHERENCE AND

CONTROL APPROPRIATENESS DEVELOPMENT COHESION

• Can produce • Can perform and respond • Can • Can • Can intervene • Can link a
continuous to a wide range of adapt reasona in a discussion series of
writing which is language functions, using his/her bly on a familiar shorter,
generally their most common expressio fluently topic, using a discrete

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 intelligible exponents in a neutral n to deal relate a suitable phrase simple
B1 throughout. register. with less straightf to get the floor. elements
routine, orward into a
Ability
• Spelling, • Is aware of the salient even narrative • Can initiate, connected,
punctuation and politeness conventions difficult, or maintain and linear
layout are and acts appropriately. situations descripti close simple sequence of
accurate enough . on as a face-to-face points.
to be followed linear conversation
most of the time.
• Is aware of, and looks out
• Can sequenc
for signs of, the most on topics that
exploit a e of are familiar or
significant differences points.
wide of personal
between the customs,
range of interest.
usages, attitudes, values
simple
and beliefs prevalent in
language
the community concerned
flexibly to
and those of his or her
express
own.
much of
what
he/she
wants.

B2 • Can produce • Can express him or • Can • Can • Can intervene • Can use a
Ability clearly intelligible herself confidently, clearly adjust develop appropriately in variety of
continuous and politely in a formal or what a clear discussion, linking
writing which informal register, he/she descripti exploiting words
follows standard appropriate to the says and on or appropriate efficiently to
layout and situation and person(s) the narrative language to do mark clearly
paragraphing concerned. means of , so. the
conventions. expressin expandi relationships
• Can with some effort g it to the ng and • Can initiate, between
• Spelling and keep up with and situation supporti maintain and ideas.
punctuation are contribute to group and the ng end discourse
reasonably discussions even when recipient his/her appropriately • Can use a
accurate but may speech is fast and and main with effective limited
show signs of colloquial. adopt a points turntaking. number of
mother tongue level of with cohesive
• Can sustain relationships formality relevant devices to
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 influence. with native speakers appropria supporti • Can initiate link his/her
without unintentionally te to the ng detail discourse, take utterances
amusing or irritating them circumsta and his/her turn into clear,
or requiring them to nces. example when coherent
behave other than they s. appropriate discourse,
would with a native • Can and end though there
speaker. adjust to conversation may be
the when he/she some
• Can express him or changes needs to, ‘jumpiness’
herself appropriately in of though he/she in a long
situations and avoid crass direction, may not contribution.
errors of formulation. style and always do this
emphasis elegantly.
normally
found in • Can use stock
conversat phrases (e.g.
ion. ‘That’s a
difficult
• Can vary question to
formulatio answer’) to
n of what gain time and
he/she keep the turn
wants to whilst
say. formulating
what to say.

• Layout, • Can recognise a wide • Can • Can • Can select a • Can

paragraphing and range of idiomatic adjust give suitable phrase produce
punctuation are expressions and what elaborat from a readily clear,
consistent and colloquialisms, he/she e available range smoothly
helpful. appreciating register says and descripti of discourse flowing,
shifts; may, however, the ons and functions to well-
C1 • Spelling is need to confirm means of narrative preface his/her structured
accurate, apart occasional details, expressin s, remarks speech,
Ability from occasional especially if the accent is g it to the integrati appropriately in showing
slips of the pen. unfamiliar. situation ng sub- order to get the controlled
and the themes, floor, or to gain use of
• Can follow films recipient developi time and keep organisation
and
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 employing a considerable adopt a ng the floor whilst al patterns,
degree of slang and level of particula thinking. connectors
idiomatic usage. formality r points and
appropria and cohesive
• Can use language flexibly te to the rounding devices.
and effectively for social circumsta off with
purposes, including nce an
emotional, allusive and appropri
joking usage. ate
conclusi
on.

Listening

UNDERSTANDING LISTENING AS A LISTENING TO LISTENING TO AUDIO

Criteria OVERALL LISTENING
CONVERSATION MEMBER OF A LIVE ANNOUNCEMENTS MEDIA AND
COMPREHENSION
BETWEEN NATIVE AUDIENCE AND INSTRUCTIONS RECORDINGS
SPEAKERS

• Can understand straightforward • Can generally • Can follow a • Can • Can understand
factual information about follow the main lecture or talk understand the information
common everyday or job points of within his/her simple content of the
related topics, identifying both extended own field, technical majority of
general messages and specific discussion provided the information, recorded or
details, provided speech is around him/her, subject matter such as broadcast audio
B1 clearly articulated in a generally provided speech is familiar and operating material on topics
familiar accent. is clearly the instructions for of personal interest
Ability articulated in presentation everyday delivered in clear
standard dialect. straightforward equipment. standard speech.
• Can understand the main
points of clear standard speech and clearly
on familiar matters regularly structured. • Can follow • Can understand
encountered in work, school, detailed the main points of
10
leisure etc., including short • Can follow in directions. radio news
narratives. outline bulletins and
straightforward simpler recorded
short talks on material about
familiar topics familiar subjects
provided these delivered relatively
are delivered in slowly and clearly.
clearly
articulated
standard
speech.

11
 • Can understand standard • Can keep up with • Can follow the • Can • Can understand
spoken language, live or an animated essentials of understand recordings in
broadcast, on both familiar and conversation lectures, talks announcement standard dialect
unfamiliar topics normally between native and reports s and likely to be
encountered in personal, social, speakers. and other messages on encountered in
B2 academic or vocational life. forms of concrete and social, professional
Only extreme background • Can with some academic/profe abstract topics or academic life
Ability noise, inadequate discourse effort catch much ssional spoken in and identify
structure and/or idiomatic of what is said presentation standard speaker viewpoints
usage influences the ability to around him/her, which are dialect at and attitudes as
understand. but may find it propositionally normal speed. well as the
difficult to and information
• Can understand the main ideas participate linguistically content.
of propositionally and effectively in complex.
linguistically complex speech discussion with • Can understand
on both concrete and abstract several native most radio
topics delivered in a standard speakers who do documentaries and
dialect, including technical not modify their most other
discussions in his/her field of language in any recorded or
specialisation. way. broadcast audio
material delivered
• Can follow extended speech in standard dialect
and complex lines of argument and can identify the
provided the topic is reasonably speaker’s mood,
familiar, and the direction of the tone, etc.
talk is sign-posted by explicit
markers.

• Can understand enough to follow • Can easily follow • Can follow most • Can extract specific • Can understand a wide
extended speech on abstract and complex interactions lectures, discussions information from poor range of recorded and
complex topics beyond his/her own between third parties in and debates with quality, audibly broadcast audio material,
field, though he/she may need to group discussion and relative ease. distorted public including some non-
confirm occasional details, especially debate, even on announcements, e.g. standard usage, and
if the accent is unfamiliar. abstract, complex in a station, sports identify finer points of
C1 unfamiliar topics. stadium, etc. detail including implicit
• Can recognise a wide range of attitudes and relationships
Ability idiomatic expressions and • Can understand between speakers.
colloquialisms, appreciating register complex technical

12
 shifts. information, such as
operating instructions,
• Can follow extended speech even specifications for
when it is not clearly structured and
when relationships are only implied • familiar products
and not signalled explicitly. and services.

Speaking

OVERALL OVERALL UNDERSTAND

SPOKEN SUSTAINED MONOLOGUE PUBLIC ADDRESSING ING A NATIVE
Criteria ORAL SPOKEN
FLUENCY ANNOUNCEMENTS AUDIENCES SPEAKER
PRODUCTION INTERACTION
INTERLOCUTO
R

B1 • Can • Can • Can express • Can give straightforward • Can deliver • Can give a • Can follow
reasonably communicate with him/herself with descriptions on a variety of short, rehearsed prepared clearly
Ability fluently sustain a some confidence relative ease. familiar subjects within his/her announcements on straightforward articulated
straightforward on familiar routine field of interest. a topic pertinent to presentation on a speech directed
description of and non-routine • Despite some everyday familiar topic at him/her in
one of a variety matters related to problems with • Can reasonably fluently occurrences in within his/her field everyday
of subjects within his/her interests formulation resulting relate a straightforward his/her field which, which is clear conversation,
his/her field of and professional in pauses and ‘cul- narrative or description as a despite possibly enough to be though will
interest, field. de-sacs’, he/she is linear sequence of points. very foreign stress followed without sometimes have
presenting it as a able to keep going and intonation, are difficulty most of to ask for
linear sequence • Can effectively without • Can give detailed nevertheless clearly the time, and in repetition of
of points. exchange, check help. accounts of experiences, intelligible. which the main particular words
and confirm describing feelings and points are and phrases.
information, deal • Can keep going reactions. explained with
with less routine reasonable
comprehensibly,
situations and • Can relate details of precision.
even though
explain why pausing for unpredictable occurrences,
something is a grammatical and e.g. an accident. • Can take
problem. lexical planning and follow up
repair is very • Can relate the plot of a questions, but
book or film and describe may have to ask
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 • Can express evident, especially his/her reactions. for repetition if the
thoughts on more in longer stretches speech was rapid.
abstract, cultural of free production. • Can describe dreams,
topics such as hopes and ambitions.
films, books,
music etc. • Can describe events, real
or imagined.

• Can narrate a story.

• Can develop an argument

well enough to be followed
without difficulty most of the
time.

• Can briefly give reasons

and explanations for opinions,
plans and actions.

• Can give • Can use the • Can • Can develop an argument • Can deliver • Can give a • Can
clear, language communicate systematically with announcements on clear, understand in
systematically fluently, spontaneously, appropriate highlighting of most general systematically detail what is
developed accurately and often showing significant points, and topics with a developed said to him/her
descriptions and effectively on a remarkable fluency relevant supporting detail. degree of clarity, presentation, in the standard
presentations, wide range of and ease of fluency and with highlighting spoken
with appropriate general, expression in even • Can develop a clear spontaneity which of significant language even
highlighting of academic, longer complex argument, expanding and causes no strain or points, and in a noisy
significant points, vocational or stretches of supporting his/her points of inconvenience to relevant environment.
and relevant leisure topics, speech. view at some length with the listener. supporting detail.
supporting detail. marking clearly subsidiary points and
the relationships • Can produce relevant examples. • Can depart
between ideas. stretches of spontaneously
• Can give
clear, detailed language with a • Can construct a chain of from a prepared
descriptions and • Can fairly even tempo; reasoned argument. text and follow
presentations on communicate although he/she up interesting
spontaneously can be hesitant as points raised by
B2 a wide range of • Can explain a viewpoint on
subjects related with good he/she searches members of the
a topical issue giving the
Ability to his/her field of grammatical for patterns and audience, often
advantages and
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interest, control without expressions, there disadvantages of various showing
expanding and much sign of are few noticeably options. remarkable
supporting ideas having to restrict long pauses. fluency and ease
with subsidiary what he/she • Can give clear, detailed of expression.
points and wants to say, • Can interact with descriptions on a wide range
relevant adopting a level a degree of fluency of subjects related to his/her • Can give a
examples. of formality and spontaneity field of interest. clear, prepared
appropriate to that makes regular presentation,
the interaction with giving reasons in
circumstances. native speakers support of or
quite possible against a
• Can interact without imposing particular point of
with a degree of strain on either view and giving
fluency and party. the advantages
spontaneity that and
makes regular disadvantages of
interaction, and various options.
sustained
relationships • Can take a
with native series of follow
speakers quite up questions with
possible without a degree of
imposing strain fluency and
on either party. spontaneity
which poses no
strain for either
him/herself or the
audience.

• Can give •Can express • Can express • Can give clear, detailed • Can deliver • Can give a • Can
clear, detailed him/herself him/herself descriptions of complex announcements clear, well- understand in
descriptions fluently and fluently and subjects. fluently, almost structured detail speech
and spontaneously, spontaneously, effortlessly, using presentation of on abstract
presentations almost almost effortlessly. stress and a complex and complex
effortlessly.
• Can give elaborate
on complex Only a descriptions and narratives, intonation to subject, topics of a
subjects, conceptually integrating sub-themes, convey finer expanding and specialist
integrating • Has a good difficult subject developing particular points shades of supporting nature beyond
sub-themes, command of a can hinder a and rounding off with an meaning points of view at his/her own
developing natural, smooth precisely. some length field, though
15
 particular broad lexical flow of language. appropriate conclusion. with subsidiary he/she may
points and repertoire points, reasons need to
C1
rounding off allowing gaps • Can and relevant confirm
Ability with an to be readily communicate examples. occasional
appropriate overcome with spontaneously, details,
conclusion. circumlocutions. often showing •Can handle especially if
remarkable interjections the accent is
• There is little fluency and ease well, responding unfamiliar
obvious of expression in spontaneously
searching for even longer and almost
expressions or complex stretches effortlessly.
avoidance of speech.
strategies; only
a conceptually
difficult subject
can hinder a
natural, smooth
flow of
language.

FORMAL TRANSACTIONS TO
Criteria CONVERSATION INFORMAL GOAL-ORIENTED INFORMATION INTERVIEWING OBTAIN GOODS &
DISCUSSION AND
DISCUSSION CO-OPERATION EXCHANGE AND BEING SERVICES
MEETINGS
INTERVIEWED

• Can • Can follow • Can follow • Can follow • Can • Can • Can deal
enter much of what much of what is exchang provide with most
unprepar is said what is said, e, check concrete transaction
ed into around said that is though and information s likely to
conversat him/her on related to he/she confirm required in arise whilst
ions on general his/her may accumul an travelling,
familiar topics field, occasionall ated interview/ arranging
topics. provided provided y have to factual consultatio travel or
interlocutors interlocutor ask for informati n (e.g. accommod
• Can avoid very s avoid repetition on on describe ation, or
follow idiomatic very or familiar symptoms
clearly usage and clarification routine to a doctor) • dealing
16
 articulate articulate • idiomatic if the and non- but does with
d speech clearly. usage and routine so with athorities
directed articulate • other matters limited during a
at • Can express clearly. people’s within precision. foreign
him/her his/her talk is rapid his/her visit.
in thoughts • Can put or field with • Can carry
everyday about over a extended. some out a • Can cope
B1 conversat abstract or point of confiden prepared with less
ion, cultural view • Can ce. interview, routine
Ability
though topics such clearly, but explain checking situations
will as music, has why • Can and in shops,
sometime films. difficulty something describe confirming post
s have to engaging is a how to information offices,
ask for • Can explain in debate. problem, do , though banks, e.g.
repetition discuss somethin he/she returning
why
of g, giving
particular
something is • Can take what to do may an
a problem. part in next, detailed occasionall unsatisfact
words compare instructio y have to ory
routine
and and ns. ask for purchase.
phrases. • Can give formal
brief discussion contrast repetition if
comments on of familiar alternatives • Can the other • Can make
• Can the views of subjects . summari person’s a
maintain others. which is se and response is complaint.
a conducted • Can give give his rapid or
conversat in clearly brief or her extended. •
ion or
• Can compare
comments
Can deal
articulated opinion with most
and contrast
discussio speech in on the about a • Can take
alternatives, situations
n but the views of short some
discussing likely to
may standard others. story, initiatives
what to do, arise when
sometime dialect and article, in an
where to go, making
s be which • Can talk, interview/c
who or which travel
difficult to involves generally discussio onsultation
to choose, arrangeme
follow the follow what n, (e.g. to
etc. nts through
when exchange is said and, interview, bring up a an agent or
trying to of factual when or new
• Can when
say information necessary, documen subject) actually
exactly generally , receiving tary and but is very
can repeat travelling,
what follow the instructions answer dependent
back part e.g. asking
he/she main points or the further on
of what passenger
in an informal
17
 would discussion discussion someone question interviewer where to
like to. with friends of solutions has said to s of in the get off for
provided to practical confirm detail. interaction. an
• Can speech is problems. mutual unfamiliar
express clearly understand • Can find • Can use a destination.
and articulated in ing. out and prepared
respond standard pass on questionnai
to dialect. • Can make straightfo re to carry
feelings his/her rward out a
such as • Can give or opinions factual structured
surprise, seek and informati interview,
happines personal reactions on. with some
s, views and understood spontaneo
sadness, opinions in as regards • Can ask us follow
interest discussing possible for and up
and topics of solutions or follow questions.
indifferen interest. the detailed
ce. question of direction
• Can make what to do s.
his/her next, giving
opinions and brief • Can
reactions reasons obtain
understood and more
as regards explanation detailed
solutions to s. informati
problems or on.
practical • Can invite
questions of others to
where to go, give their
what to do, views on
how to how to
organise an proceed.
event (e.g.
an outing).

• Can express
belief,
opinion,
agreement

18
 and
disagreemen
t politely.

• Can engage in • Can keep up with • Can keep up • Can understand • Can • Can carry out • Can cope
extended an animated with an animated detailed instructions understand and an effective, fluent linguistically to
conversation on discussion between discussion, reliably. exchange interview, departing negotiate a solution
most general native speakers. identifying complex spontaneously from to a dispute like an
topics in a clearly accurately • Can help along information and prepared questions, undeserved traffic
participatory • Can express arguments the progress of the advice on the full following up and ticket, financial
fashion, even in a his/her ideas and supporting and work by inviting range of matters probing interesting responsibility for
noisy opinions with opposing points of others to join in, say related to his/her replies. damage in a flat, for
environment. precision, and present view. what they think, etc. occupational role. blame regarding an
and respond to • Can take accident.
• Can sustain complex lines of • Can express • Can outline an • Can pass on initiatives in an
B2 relationships with argument his/her ideas and issue or a problem detailed interview, expand • Can outline a
native speakers convincingly. opinions with clearly, speculating information and develop ideas case for
Ability reliably. with little help or compensation, using
without precision, present about causes or
unintentionally • Can take an and respond to consequences, and prodding from an persuasive
amusing or active part in informal complex lines of weighing • Can give a interviewer. language to demand
irritating them or discussion in familiar argument advantages and clear, detailed satisfaction and
requiring them to contexts, commenting, convincingly. disadvantages of description of how state clearly the
behave other than putting point of view different to carry out a limits to any
they would with a clearly, evaluating • Can participate approaches. procedure. concession he/she
native speaker. alternative proposals actively in routine is prepared to make.
and making and and non-routine • Can
• Can convey responding to formal discussion. synthesise and • Can explain a
degrees of hypotheses. report information problem which has
emotion and • Can follow the and arguments arisen and make it
highlight the • Can with some discussion on from a number of clear that the
personal effort catch much of matters related to sources. provider of the
significance of what is said around his/her field, service/ customer
events and him/her in discussion, understand in detail must make a
experiences. but may find it difficult the points given concession.
to participate prominence by the
effectively in speaker.
discussion with
several native
speakers who do not
19
 modify their language • Can contribute,
in any way. account for and
sustain his/her
• Can account for opinion, evaluate
and sustain his/her alternative
opinions in discussion proposals and make
by providing relevant and respond to
explanations, hypotheses.
arguments and
comments.

• Can use • Can easily • Can easily • Can • Can • Can • Can cope
language follow and keep up understand understa participate linguisticall
flexibly contribute to with the detailed nd and fully in an y to
and complex debate, instructions exchang interview, negotiate a
effectivel interactions even on reliably e as either solution to
y for between third abstract, complex interviewer a dispute
social parties in complex • Can help informati or like an
purposes group unfamiliar along the on and interviewee undeserve
C1 , discussion topics. progress of advice , d traffic
including even on the work by on the expanding ticket,
Ability emotional abstract, • Can argue inviting full range and financial
, allusive complex a formal others to of developing responsibili
and unfamiliar position join in, say matters the point ty for
joking topics. convincingl what they related to being damage in
usage. y, think, etc. his/her discussed a flat, for
responding occupati fluently blame
to • Can outline onal role. without any regarding
questions an issue or support, an
and a problem and accident.
comments clearly, handling
and speculating interjection • Can outline
answering about s well. a case for
complex causes or compensati
lines of consequen on, using
counter ces, and persuasive
argument weighing language
fluently, advantage to demand

20
 spontaneo s and satisfaction
usly and disadvanta and state
appropriate ges of clearly the
ly. different limits to
approache any
s. concession
he/she is
prepared to
make.

• Can
explain a
problem
which has
arisen and
make it
clear that
the
provider of
the
service/cus
tomer must
make a
concession
.

Criteria TAKING THE FLOOR (TURNTAKING) CO-OPERATING ASKING FOR CLARIFICATION

• Can intervene in a discussion on a familiar topic, using
a suitable phrase to get the floor.
• Can initiate, maintain and close simple, face-to-face
B1 conversation on topics that are familiar or of personal
interest.
Ability
• Can exploit a basic repertoire of language • Can ask someone to clarify or
and strategies to help keep a conversation or elaborate what they have just said.
discussion going.
• Can summarise the point reached in a
discussion and so help focus the talk.
• Can repeat back part of what someone has
21
 said to confirm mutual understanding and help
keep the development of ideas on course.

• Can invite others into the discussion.

• Can intervene appropriately in discussion, exploiting
appropriate language to do so.
• Can initiate, maintain and end discourse appropriately
B2 with effective turntaking.
Ability • Can initiate discourse, take his/her turn when
appropriate and end conversation when he/she needs
to,though he/she may not always do this elegantly.
• Can give feedback on and follow up • Can ask follow-up questions to check
statements and inferences and so help the that he/she has understood what a speaker
development of the discussion. intended to say, and get clarification of
ambiguous points.
• Can help the discussion along on familiar
ground, confirming comprehension, inviting
others in, etc.

• Can use stock phrases (e.g. ‘That’s a difficult question

to answer’) to gain time and keep the turn whilst
formulating what to say.

• Can select a suitable phrase from a readily available • Can relate own contribution skilfully to • Can ask follow-up questions to check
C1 range of discourse functions to preface his/her remarks those of other speakers. that he/she has understood what a speaker
Ability appropriately in order to get the floor, or to gain time and intended to say, and get clarification of
keep the floor whilst thinking ambiguous points.

Reading

OVERALL READING READING READING FOR READING FOR

READING
COMPREHENSION CORRESPONDENCE ORIENTATION INFORMATION AND
Criteria INSTRUCTIONS
ARGUMENT

• Can read straightforward • Can understand the • Can scan longer texts in • Can identify the main • Can understand
factual texts on subjects description of events, order to locate desired conclusions in clearly clearly written,
related to his/her field and feelings and wishes in information, and gather signalled argumentative straightforward

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 B1
interest with a satisfactory
Ability level of comprehension.
• Can read with a large
degree of independence,
adapting style and speed of
reading to different texts and
B2 purposes, and using
Ability appropriate reference
sources selectively.
• Has a broad active reading
vocabulary, but may
experience some difficulty
with low frequency idioms.
personal letters well
enough to correspond
regularly with a pen
friend.
• Can read
correspondence relating
to his/her field of interest
and readily grasp the
essential meaning.
information from different
parts of a text, or from
different texts in order to fulfil
a specific task.
• Can find and understand
relevant information in
everyday material, such as
letters, brochures and short
official documents.
• Can scan quickly through
long and complex texts,
locating relevant details.
• Can quickly identify the
content and relevance of
news items, articles and
reports on a wide range of
professional topics, deciding
whether closer study is
worthwhile.
texts. instructions for a piece of
equipment.
• Can recognise the line of
argument in the treatment of
the issue presented, though
not necessarily in detail.
• Can recognise significant
points in straightforward
newspaper articles on
familiar subjects.
• Can obtain information, • Can understand
ideas and opinions from lengthy, complex
highly specialised sources instructions in his field,
within his/her field. including details on
conditions and warnings,
• Can understand provided he/she can
specialised articles outside reread difficult sections.
his/her field, provided he/she
can use a dictionary
occasionally to confirm
his/her interpretation of
terminology.
• Can understand articles
and reports concerned with
contemporary problems in
which the writers adopt
particular stances or
viewpoints.
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 • Can understand in detail
lengthy, complex texts,
whether or not they relate to
his/her own area of
C1 speciality, provided he/she
Ability can reread difficult sections.
• Can understand any • Can scan quickly through
correspondence given long and complex texts,
the occasional use of a locating relevant details.
dictionary.
• Can quickly identify the
content and relevance of
news items, articles and
reports on a wide range of
professional topics, deciding
whether closer study is
worthwhile.
• Can understand in detail a
wide range of lengthy,
complex texts likely to be
encountered in social,
professional or academic
life, identifying finer points of
detail including attitudes and
implied as well as stated
opinions.
• Can understand in
detail lengthy, complex
instructions on a new
machine or procedure,
whether or not the
instructions relate to
his/her own area of
speciality, provided
he/she can reread
difficult sections.

Writing

OVERALL OVERALL NOTES,

CREATIVE WRITING REPORTS AND CORRESPONDENCE
WRITTEN WRITTEN MESSAGES & NOTE-TAKING
Criteria ESSAYS
PRODUCTION INTERACTION FORMS

• Can • Can write • Can write • Can • Can write • Can take • Can take
write straightforward, short, convey personal messages notes
straight detailed simple informati letters giving communica during a
forwar descriptions on essays on on and news and ting lecture
B1 d a range of topics of ideas on expressing enquiries, which
Abillity connec familiar interest. abstract thoughts explaining are
ted subjects within as well about problems. precise
texts his/her field of • Can as abstract or enough
on a interest. summarise concrete cultural • Can write for
range , report and topics, topics such notes his/her
of • Can write give his/her check as music, conveying own use
familiar accounts of opinion informati films. simple at a later
subject experiences, about on and information date,
s describing accumulate ask • Can write of provided
within feelings and d factual about or personal immediate the topic
his reactions in information explain letters relevance is within
field of simple on familiar problems describing to friends, his/her
interest with field of
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 , by connected text. routine and reasonab experiences, service interest
linking non-routine le feelings and people, and the
a • Can write a outine precision events in teachers talk is
series description of matters . some detail. and others clear and
of an event, a within who well-
shorter recent trip – his/her field • Can write feature in structure
discret real or with some personal his/her d.
e imagined. confidence. letters everyday
elemen and life, getting • Can take
ts into • Can narrate a • Can write notes across notes as
a linear story. very brief asking comprehen a list of
sequen reports to a for or sibly the key
ce. standard conveyin points points
convention g simple he/she during a
alised informati feels are straightfo
format, on of important. rward
which pass immediat lecture,
on routine e provided
factual relevanc the topic
information e, getting is
and state across familiar,
reasons for the point and the
actions. he/she talk is
feels to both
be formulate
important d in
. simple
language
and
delivered
in clearly
articulate
d
standard
speech.

• Can write • Can write clear, • Can write an • Can express • Can write letters • Can take • Can
clear, detailed detailed descriptions essay or report news and views conveying degrees messages understand a
texts on a of real or imaginary which develops an effectively in of emotion and communicating clearly
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 variety of events and argument writing, and highlighting the enquiries, structured
subjects experiences, marking systematically with relate to those of personal explaining lecture on a
related to the relationship appropriate others. significance of problems. familiar subject,
his/her field of between ideas in clear highlighting of events and and can take
interest, connected text, and significant points experiences and • Can write notes notes on points
synthesising following established and relevant commenting on the conveying simple which strike
and evaluating conventions of the supporting detail. correspondent’s information of him/her as
B2 information genre concerned. news and views. immediate important, even
and • Can evaluate relevance to though he/she
Abillity
arguments • Can write clear, different ideas or friends, service tends to
from a number detailed descriptions solutions to a people, teachers concentrate on
of sources. on a variety of problem. and others who the words
subjects related to feature in his/her themselves and
his/her field of interest. • Can write an everyday life, therefore to miss
essay or report getting across some
• Can write a review which develops an comprehensibly information.
of a film, book or play. argument, giving the points he/she
reasons in support feels are
of or against a important.
particular point of
view and
explaining the
advantages and
disadvantages of
various options.

• Can synthesise
information and
arguments from a
number of
sources.

• Can write • Can write clear, • Can write clear, • Can express • Can express • Can take • Can take
clear, well- detailed, well- well-structured him/herself with him/herself with messages detailed notes
structured structured and expositions of clarity and clarity and precision communicating during a lecture
texts of developed complex subjects, precision, in personal enquiries, on topics in
complex descriptions and underlining the relating to the correspondence, explaining his/her field of
subjects, imaginative texts in an relevant salient addressee using language interest,
issues. flexibly and
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 underlining the assured, personal, • Can expand and effectively. flexibly and problems. recording the
C1 relevant natural style support points of effectively, including information so
salient issues, appropriate to the view at some emotional, allusive • Can write notes accurately and
Abillity
expanding and reader in mind. length with and joking usage. conveying simple so close to the
supporting subsidiary points, information of original that the
points of view reasons and immediate notes could also
at some length relevant relevance to be useful to
with subsidiary examples. friends, service other people.
points, people, teachers
reasons and and others who
relevant feature in his/her
examples, and everyday life,
rounding off getting across
with an comprehensibly
appropriate the points he/she
conclusion. feels are
important.

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