English Discoveries Online Alignment with Common European Framework of Reference

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1 English Discoveries Online Alignment with Common European Framework of Reference

2 COPYRIGHT NOTICE English Discoveries Online, its documentation, and all related materials are copyrighted. All rights are reserved. No part of these materials may be reproduced, photocopied, transmitted or translated into any other computer or foreign language without the express prior permission of the publisher. All requests for permission must be submitted in writing.

3 Background The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), is a frame of reference used to describe the achievements of learners of foreign languages across Europe and, increasingly, in other countries. It was created by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and Its main aim is to provide a framework of learning, teaching and assessment which applies to all languages in Europe. The following six reference levels are becoming a widely accepted standard for grading an individual's language proficiency. A1 Breakthrough Basic User A2 Way stage B1 Threshold Independent User B2 Vantage C1 Effective Operational Proficiency Proficient User C2 Mastery The Conceptual Link between EDO Curriculum and CEFR The CEFR is informed by a communicative, action-oriented approach. Emphasis is placed on learners' communicative needs, including dealing with the business of everyday life, exchanging information and ideas and achieving intercultural understanding. English Discoveries Online language learning content is based on a similar conceptual framework; every effort is made to expose learners to language in meaningful, real-life contexts. Learners are encouraged to focus on the communicative aspects of language acquisition. Moreover, English Discoveries Online ELL content has been used successfully for over fifteen years in more than 30 different countries. In total, millions of learners have used English Discoveries as a significant part of their language learning curriculum. EDO curriculum can thus be said to have been fully tested in the field. 3

4 Alignment between EDO and the CEFR This alignment document aims to establish linkage between EDO General English language learning content and teaching objectives and the concrete English language ability descriptions outlined in the CEFR. The methodology on which this document is based is taken from the following relevant CEFR study: Council of Europe, 2001, Common European Framework of Reference for Languages: Learning, teaching, assessment For a detailed description of EDO learning outcomes, see the accompanying documents: English Discoveries Online Learning Outcomes: First Discoveries, Basic 1, 2, 3, Intermediate 1, 2, 3 and Advanced 1, 2, 3 4

5 General English Courses This alignment does not imply official recognition by the Common European Framework of Reference (CEFR). It was compiled based on detailed analysis of the English language learning content and teaching objectives of English Discoveries Online and is designed to serve as a guide to students and teachers regarding which level English Discoveries Online courses they should study. English Discoveries Online CEFR First Discoveries Basic 1 Basic 2 Basic 3 Intermediate 1 Intermediate 2 Intermediate 3 Advanced 1 Advanced 2 Advanced 3 A1 A1 A2 A2 B1 B1 B2 B2 C1 C1 5

6 EDO Alignment with CEFR Common Reference Levels: Global Scale Basic Users CEFR CEFR Description EDO Courses EDO Learning Outcomes 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. First Discoveries/ Basic 1 First Discoveries In First Discoveries and Basic 1, learners access and make use of oral and written information needed for daily communication through a variety of media and text types. Oral and written texts contain simple vocabulary and basic syntactic structures appropriate for elementary and false beginner learners. Topic Coverage: meeting people, shopping, accommodation, going to the doctor, shopping for food or clothes, going out, daily routines 6

7 Basic 1 Topic Coverage: music, travel, food, going out, business matters, transport, meeting people, shopping Grammar Coverage (from Basic 1 on grammar is taught explicitly): Be in a simple affirmative and negative sentences Yes/No Questions using the verb Be the demonstratives this, that, these those plural forms of high frequency nouns there is, there are in short sentences definite and indefinite articles in short sentences and questions affirmative and negative forms of the Present Progressive Yes/No and Wh Questions in the Present Progressive 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 Basic 2/Basic 3 In Basic 2 and 3, learners access and make use of oral and written information needed for daily communication through a variety of media and text types. Learners are exposed to and take part in oral interactions on familiar topics in everyday situations. Oral and written texts in each Basic course contain simple vocabulary 7

8 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. Basic 2 and syntactic structures relevant to that level and text type. Topic Coverage: directions, sports, restaurants, meeting people, work, shopping, health, family life Grammar Coverage: past form of Be in affirmative and negative statements past form of Be in Yes/No and Wh Questions Count & Non-count Nouns and quantifiers affirmative and negative forms of the Present Simple Yes/No and Wh Questions in the Present Simple Comparative and Superlative adjectives affirmative and negative forms of the Past Simple Yes/No and Wh Questions in the Past Simple the modals Can and May to express 8

9 ability, permission or possibility the modal Have to for expressing obligation Basic 3 Topic Coverage: getting a job, business, travel, tourism, emotions, eating out, making excuses, entertainment, and education Grammar Coverage: the modal be able to to talk about ability in the past, present and future the modal had to to talk about necessity or obligation the modal should to talk about duties, obligations and giving advice Gerunds and infinitives after verbs and prepositions affirmative and negative forms of the Past Progressive Yes/No and Wh Questions in the Past Progressive adverbs of comparison and frequency Future Simple, Present Simple and Present Progressive to talk about future actions 9

10 EDO Alignment with CEFR Common Reference Levels: Global Scale Independent Users CEFR CEFR Description EDO Courses EDO Learning Outcomes 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 and ambitions and briefly give reasons and explanations for opinions and plans. Intermediate Courses Intermediate 1 In the Intermediate level courses, learners access and make use of oral and written information needed for fluent communication through a variety of media and text types on a wider range of topics. Learners are exposed to and take part in oral interactions on less familiar topics in a range of situations. Oral and written texts in each of the Intermediate courses contain richer vocabulary and more complex syntactic structures relevant to the level and text type. Topic Coverage: celebrations, weather, arts and entertainment, at work, at the post office, emergencies, education Grammar Coverage: the affirmative and negative forms of the Present Perfect Yes/No and Wh Questions in the Present Perfect the affirmative and negative forms of the Present Perfect Progressive 10

11 Intermediate 2 the passive with or without an agent relative clauses to modify the subject of a sentence relative clauses with or without a relative pronoun modals to express possibility, probability and obligation in passive statements and questions Topic Coverage: buying a car, accidents, problems, charity work, dreams and ambitions, money matters, politics, instructions Grammar Coverage: real Conditionals to talk about real possibilities unreal Conditionals to talk about things that are impossible or unlikely to happen the affirmative and the negative forms of the Past Perfect Progressive the affirmative and the negative forms of the Past Perfect Simple the correct tenses and time expressions when using reported speech causatives in active and passive sentences 11

12 B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. 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. Intermediate 3 Topics Coverage: relationships, sport and fitness, labor relations, social issues, arts and entertainment, restaurants Grammar Coverage: past conditionals to talk about hypothetical situations non-restrictive Relative Clauses to give extra information about a noun Relative Pronouns whose, where, whoever and wherever past form of modal to talk about things that may have taken place conjunctions to connect clauses in a sentence Advanced 1 In the Advanced level courses learners access and make use of more in-depth oral and written information needed for effective communication through a variety of media and text types. Learners are exposed to and take part in oral interactions on less familiar, more abstract topics in a wide range of situations. Oral and written texts in each of the Advanced courses contain rich vocabulary and complex syntactic structures relevant to 12

13 the level and text type. Topic Coverage: cultural differences, crime, extreme sports, making complaints, business, communication, medicine and health, education, language learning Grammar Coverage: connectors of result the affirmative and negative forms of the Future Perfect the affirmative and negative forms of the Future Progressive the Passive Infinitive after adjectives and verbs the Perfect Infinitive Phrasal Verbs 13

14 EDO Alignment with CEFR Common Reference Levels: Global Scale Proficient Users CEFR CEFR Description EDO Courses EDO Learning Outcomes C1 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 organizational patterns, connectors and cohesive devices. Advanced 2/ Advanced 3 Advanced 2 In the Advanced level courses learners access and make use of more in-depth oral and written information needed for effective communication through a variety of media and text types. Learners are exposed to and take part in oral interactions on less familiar, more abstract topics in a wide range of situations. Oral and written texts in each of the Advanced courses contain lower frequency vocabulary and more complex syntactic structures relevant to the level and text type. Topic Coverage: communication, business careers, work, personal problems, economics, politics, and language of correspondence Grammar Coverage: connectors of cause and effect connectors of contrast, sequence and 14

15 Advanced 3 purpose Differentiate between the use of do and make the present and past participial adjectives and verbs Topic Coverage: relationships, crime and corruption, business, travel, politics, the supernatural Grammar Coverage: the correct prepositions after verbs the correct prepositions after adjectives so and such correctly with adjectives and nouns to express emphasis parallel structures the subjunctive after adjectives 15

16 EDO Alignment with CEFR Common Reference Levels: Illustrative Scales Overall Listening Comprehension CEFR EDO Courses EDO Learning Outcomes Basic User A1 Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning. First Discoveries Learners are able to access oral information from video clips about everyday situations and activities. Learners at the end of this course can typically: Understand main ideas in a video clip Comprehend significant details of a video clip Understand supporting details of a video clip Indentify the main characters in a video clip 16

17 Basic 1 Learners are able to access oral information from short, informational radio programs, voice mail, radio and TV dramas. Learners at the end of Basic 1 can typically: A2 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 speech is clearly and slowly articulated. Can understand enough to be able to meet needs of a concrete type provided speech is clearly and Basic 2 Understand main ideas in a short listening text Comprehend significant details of a listening text Understand supporting details of a listening text Follow the sequence of events in a TV or radio drama Indentify the speakers in a TV or radio drama or interview Learners should be able to access oral information in the form of short, informational radio programs, ads, interviews and voice mail, as well as TV and radio dramas. Learners at the end of this course level can typically: Understand main ideas in a short listening text 17

18 slowly articulated. Can understand and extract the essential information from short, recorded passages dealing with predictable everyday matters which are delivered slowly and clearly. (Audio Media and Recordings) Can follow changes of topic of factual TV news items, and form an idea of the main content. Can identify the main point of TV news items reporting events, accidents etc. where the visual supports the commentary. (Watching TV and Film) Basic 3 Comprehend significant details of a listening text Understand supporting details of a listening text Follow the sequence of events in a TV or radio drama Indentify the speakers in a TV or radio drama or interview Draw inferences based on information in a listening text Learners are able to access oral information from short, informational radio programs, ads, interviews and voice mail, as well as TV and radio dramas. Learners strengthen the listening skills acquired in Basic 2, with longer listening passages. Independent User B1 Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives. Can understand straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided Intermediate 1 Learners are able to access oral information in the form of informational radio programs, ads, interviews and news and weather reports, as well as TV and radio dramas. Learners at the end of the Intermediate 1 level can typically: Identify the speakers in a TV or radio drama or interview 18

19 speech is clearly articulated in a generally familiar accent. Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech. Can understand the main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly. (Audio Media and Recordings) Can understand a large part of many TV programs on topics of personal interest such as interviews, short lectures, and news reports when the delivery is relatively slow and clear. Can follow many films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language. Can catch the main points in TV programs on topics of personal interest such as interviews, short lectures, and news reports when the delivery is relatively slow and clear. Intermediate 2 Understand the main idea and supporting details in a listening text Classify information into categories Use information in a listening text to complete a written text Apply knowledge of time expressions and sequence markers to follow sequence of events in a listening text Identify and understand points of view in a listening text Apply knowledge of markers of fact and opinion to understand points of view in a text Draw inference on the basis of information in a listening text Understand implicit cause and effect relationship in a listening text Apply knowledge of reported speech to understand information in a listening text Use contextual clues in a listening text Learners strengthen the listening skills acquired in Intermediate 1, with longer listening passages. 19

20 (Watching TV and Film) B2 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 specialization. Can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is signposted by explicit markers. Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand. Can understand most radio documentaries and most other recorded or broadcast audio material delivered in standard dialect and can Intermediate 3 Advanced 1 Learners strengthen the listening skills acquired earlier Intermediate courses, with longer listening passages Learners are able to access oral information in longer more demanding listening texts ( words) in the form of informational radio programs, interviews and news and weather reports; as well as TV and radio dramas. Learners at the end of the Advanced level can typically: Understand factual information in a listening text Understand implicit and explicit information in a listening text Understand the main idea and supporting details in a listening text Infer points of view in a listening text Draw inferences from information in a listening text Apply knowledge of relative clauses to understand information in a listening text Make use of visual context in a video 20

21 Proficient User C1 identify the speaker's mood, tone etc. Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. (Audio Media and Recordings) Can understand most TV news and current affairs programs. Can understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect. (Watching TV and Film) Can understand enough to follow extended speech on abstract and complex topics beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar. Can follow extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly. Advanced 2 Advanced 3 clip Understand idiomatic expressions in a listening text Apply knowledge of time expressions and tenses to understand the sequence of events in a listening text Learners strengthen the listening skills acquired in Advanced 1, with longer listening passages. Learners strengthen the listening skills acquired in earlier Advanced courses, with longer listening passages. Can understand a wide range of recorded and broadcast audio 21

22 material, including some nonstandard usage, and identify finer points of detail including implicit attitudes and relationships between speakers. (Audio Media and Recordings) Can follow films employing a considerable degree of slang and idiomatic usage. (Watching TV and Film) 22

23 Overall Reading Comprehension CEFR EDO Courses EDO Learning Outcomes Basic User A1 Can understand very short, simple First Learners are able to access written texts a single phrase at a time, Discoveries information from simple, short texts, such picking up familiar names, words as ads, s, notes and postcards. and basic phrases and rereading as required. Learners at the end of this course can typically: Identify details of short informational texts Understand factual information in short informational texts Understand supporting details of a reading text Basic 1 Learners are able to access written information in the form of simple, short texts; such as ads, stories, articles and postcards. Learners at the end of Basic 1 can typically: Identify the main idea and supporting details of short informational texts or narratives Understand factual information in short informational texts or narratives Understand the sequence of events in a story 23

24 Independent User A2 B1 Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. Basic 2 Basic 3 Intermediate 1 Identify the main characters in a simple narrative Learners are able to access written information from simple, short texts; such as ads, articles and postcards as well as past tense narratives. Learners at the end of Basic 2 can typically: Identify the main idea and supporting details of short informational texts or narratives Understand factual information in informational texts or narratives Identify the main characters in a simple narrative Draw inference based on information in a text Understand time expressions in order to follow the sequence of event in a simple story Learners strengthen the reading skills acquired in Basic 2 with longer texts and more challenging vocabulary. Learners are able to access written information from longer texts; such as stories, articles and instructions. Learners at the end of Intermediate 1 can typically: 24

25 Apply knowledge of sequence markers to understand the sequence of events in a text or to follow instructions Apply knowledge of time expressions and tenses to follow the sequence of events in a narrative or to follow instructions Identify the target audience of a text Use information in a written text to complete a summary of it Understand the cause and effect relationship in a narrative Draw inference from information in a text Use implicit information in a story to predict its continuation Apply knowledge of contrast markers to understand a text Apply knowledge of direct and reported speech to understand a text Apply knowledge of markers of fact and opinion to understand points of view in a text Understand generalizations on the basis of examples Intermediate 2 Learners strengthen the reading skills acquired in Intermediate 1 with longer texts and more challenging vocabulary. B2 Can read with a large degree of Intermediate 3 Learners strengthen the reading skills 25

26 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. Advanced 1 acquired in earlier Intermediate courses with longer texts and more challenging vocabulary. Learners are able to access written information in the form of longer and more demanding texts ( words); such as stories, articles and letters. Learners at the end of Advanced 1 can typically: Understand the main idea and supporting details of a narrative Apply knowledge of markers of contrast to understand information in a narrative Understand idiomatic expressions in an magazine/newspaper article Apply knowledge of time expressions and tenses to understand the sequence of events in a text Identify writer s attitude in a text Apply knowledge of connectors of contrast to understand a text Understand feelings of characters in a narrative Understand examples that support main ideas in a text Identify the purpose of texts such as letters/reports Apply knowledge of discourse markers 26

27 Proficient User C1 Can understand in detail, lengthy, complex texts, whether or not they relate to his/her own area of specialty, provided he/she can reread difficult sections. Advanced 2 Advanced 3 to classify information into categories Learners strengthen the reading skills acquired in Advanced 1 with longer texts and more challenging vocabulary. Learners strengthen the reading skills acquired in earlier Advanced courses, with longer texts and more challenging vocabulary. 27

28 Overall Spoken Interaction CEFR EDO Courses EDO Learning Outcomes Basic User A1 Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can make an introduction and use basic greeting and leave-taking expressions. (Conversation) Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions. Can ask people for things, and give people things (Goal-Oriented Cooperation) First Discoveries Basic 1 Learners are able to comprehend and participate in simple, controlled oral interactions in familiar everyday settings. Learners at the end of this course can typically: Participate in greetings and introductions Ask and answer simple personal questions Participate in simple store transactions Make a simple appointment by phone Say goodbye to someone Learners are able to comprehend and participate in some oral interactions in familiar settings such as hotels, restaurants, offices, shops. Learners at this level can typically: Ask and answer simple personal questions Participate in greetings and introductions Give & take simple orders for food and drinks Make a simple meeting appointment 28

29 A2 Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time. Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord. Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. Can manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations. Basic 2 by phone Say goodbye to someone Learners are able to comprehend and participate in most oral interactions in familiar settings such as hotels, restaurants, offices, shops and airports. Learners at the end of Basic 2 can typically: Give and receive compliments Make and accept suggestions Decline and accept an invitation Discuss personal likes and dislikes Ask for and give permission Can make and respond to invitations, suggestions and apologies. Can say what he/she likes and dislikes (Conversation) Can deal with everyday practical demands: finding out and passing on straightforward factual 29

30 Independent User B1 information.(information Exchange) Can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling. Can enter unprepared into conversation of familiar topics, 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 communicate with some confidence on familiar routine and non-routine matters related to his/her 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, Basic 3 Intermediate 1 Intermediate 2 Learner at the end of Basic 3 can typically: Answer a request Ask for someone on the telephone Discuss vacation plans Express preferences Giving & asking for advice and information Decline an invitation Learners are able to comprehend and participate in oral interactions in familiar settings such as work, school and leisure and travel. Learners at the end of Intermediate 1 can typically: Express uncertainty Ask and answer informational questions Apologize and accept an apology Express dreams, hopes and ambitions Give reasons and explanations for plans Clarify & give details about an everyday event Express obligation Learners at the end of Intermediate 2 can typically: 30

31 B2 cultural topics such as films, books, music etc. Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with native speakers quite possible without imposing strain on either party. Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments. Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what Intermediate 3 Advanced 1 Persuade someone to do something Refuse an offer Warn someone of danger Express satisfaction and dissatisfaction Ask for help Making requests Transmit information Express displeasure about something Give and receive instructions Learners at the end of Intermediate 3 can typically: Express regret Give and receive advice Express intention Offer help Accept help Say goodbye Make recommendations Learners are able to comprehend and participate effectively in oral interactions in social, academic and professional settings. Learners at the end of Advanced 1 can typically: Make complaints Offer sympathy and accept sympathy 31

32 Proficient User C1 he/she wants to say, adopting a level of formality appropriate to the circumstances. Can express him/herself fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language. Advanced 2 Agree and disagree with someone s opinion Give and ask for advice Agree and disagree over plans Learners at the end of Advanced 2 can typically: Ask for and express opinions Express worry and concern Respond appropriately to a complaint Ask for a favor Respond appropriately to an interruption Express and respond appropriately to an apology Advanced 3 Learners at the end of Advanced 3 can typically: Express surprise Politely agree to a request Refuse to do something Express frustration Express anger Respond to anger 32

33 EDO English for Special Purposes (ESP) Courses Alignment with CEFR EDO ESP COURSE English at Work 1 English at Work 2 English at Work 3 CEFR A2 B1 B2 Medical English Basic Medical English Intermediate Medical English Advanced B1 B2 C1 Tourism Pre-Basic Tourism Basic Tourism Intermediate Tourism Advanced A1 A2 B1 B2 Academic Reading C2 ESP Vocabulary Modules B2 33

34 Map of ELL Assessments The following table shows the CEFR levels with corresponding levels for the most common ELL tests and examinations. These alignments are approximate only and are based on claims made by the examining bodies themselves. CEFR ESOL IELTS PTE TOEIC Bridge TOEIC (Listening & Reading) A (listening) 46 (reading) 60 (listening) 60 (reading) TOEFL A2 KET (listening) 70 (reading) 110 (listening) 115 (reading) B1 PET B2 FCE (listening) 70 (reading) 275 (listening) 275 (reading) (listening) 385 (reading) C1 CAE C2 CPE >85 34

35 References 1. Mapping the TOEIC and TOEIC Bridge Test on the Common European Framework of Reference for Languages 2. Mapping TOEFL ibt on the Common European Framework of Reference 3. Mapping ESOL examinations to the Common European Framework 4. Mapping of Pearson Test of General English to Common European Framework 35

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