LanguageCert System

LanguageCert Academic
Qualification Handbook

July 2023

Version 2.0

Public

Page 1 of 95
 TABLE OF CONTENTS

1 LANGUAGECERT GENERAL AND LANGUAGECERT ACADEMIC QUALIFICATIONS ....................................... 5

1.1 PURPOSE OF THE LANGUAGECERT ACADEMIC QUALIFICATION HANDBOOK ............................................ 5
1.2 THE LANGUAGECERT SYSTEM (LS) ............................................................................................................ 5
1.3 INTRODUCTION TO LANGUAGECERT ACADEMIC ...................................................................................... 7
1.4 QUALIFICATION TITLES ............................................................................................................................. 9
1.5 ALIGNMENT OF LANGUAGECERT TO THE CEFR ....................................................................................... 10
1.6 ‘CAN DO’ LEVEL DESCRIPTORS ................................................................................................................ 11
1.7 OVERVIEW OF SCORING ......................................................................................................................... 13
1.8 QUALIFICATION FORMAT ....................................................................................................................... 14
1.9 FORMAT AND FEATURES OF LANGUAGECERT ACADEMIC ...................................................................... 15
2 SYLLABUS ............................................................................................................................................... 18
2.1 PRELIMINARY LEVEL – A1 ....................................................................................................................... 18
2.2 ACCESS LEVEL – A2 ................................................................................................................................. 26
2.3 ACHIEVER LEVEL – B1 ............................................................................................................................. 34
2.4 COMMUNICATOR LEVEL – B2 ................................................................................................................. 43
2.5 EXPERT LEVEL – C1 ................................................................................................................................. 53
2.6 MASTERY LEVEL – C2 .............................................................................................................................. 64
2.7 GRAMMAR ............................................................................................................................................. 75
3 OVERVIEW OF ASSESSMENT .................................................................................................................. 86
4 ACCESS ARRANGEMENTS ....................................................................................................................... 89
5 APPENDIΧ: SAMPLE CERTIFICATE AND TEST REPORT.............................................................................. 90

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 Document Revision History

Version Date Description of Change

Update in Section 1.2 The LanguageCert System and Section 3 Overview

2.0 07/07/2023
of Assessment
1.0 28/02/2023 Initial Version

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About LanguageCert
LanguageCert is a business name of PeopleCert Qualifications Ltd, UK company number 0962026,
subsidiary of PeopleCert Group (PeopleCert).

LanguageCert is an awarding organisation regulated by Ofqual and offers language qualifications

that are globally recognised and aligned to the Common European Framework of Reference (CEFR)
at levels A1 to C2. LanguageCert delivers language qualifications through a network of approved test
centres worldwide.

LanguageCert combines language qualification heritage with unparalleled exam administration

systems and processes, and excellent customer service. For the dissemination and delivery of high-
quality language qualifications, LanguageCert relies on the capabilities and systems developed and
deployed by its sister companies within PeopleCert.

About PeopleCert
Established in 2000, PeopleCert is one of the leading players in the global certification industry,
partnering with educational institutions, multinational organisations and governmental bodies for
the development and management of globally recognised qualifications and the delivery of their
related exams.

Equal opportunities
PeopleCert fully supports the principle of equal opportunities and is committed to satisfying this
principle in all its activities and published material.

The aim of LanguageCert is to produce assessments that are based solely on the requirements of the
qualification, and that do not discriminate against any group of learners. No group of learners should
be put at a disadvantage by encountering questions or tests which are biased or might cause offence.
Assessment material should not discriminate against any group on the grounds of culture, gender,
age, disability, ethnic background, nationality, religion and belief, marital status, gender
identification, social class or employment status.

Please refer to LanguageCert’s Equality and Diversity Policy on LanguageCert’s official website,
[Link].

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1 LanguageCert General and LanguageCert Academic qualifications

1.1 Purpose of the LanguageCert Academic Qualification Handbook

The LanguageCert Academic qualification handbook provides a comprehensive introduction to the

LanguageCert system, comprising LanguageCert Academic and LanguageCert General. It also serves
as a reference point for test centres, teachers, test takers and other stakeholders involved in the
delivery of LanguageCert Academic.

There is a separate qualification handbook for LanguageCert General.

1.2 The LanguageCert System (LS)

The LanguageCert System (LS) derives from an extensive item bank of calibrated material (across A1
to C2 levels) supported by validation research based on an established candidature aligned to a
common underlying measurement scale.

The LS contains two 4-skills multi-level tests: LanguageCert General and LanguageCert Academic,
which are recognised and regulated by the English and Welsh qualification regulators, Ofqual and
Qualifications Wales.

Equivalent UK
Test Skills CEFR level (England and Wales)
national levels

A2 Waystage Entry 2

B1 Breakthrough Entry 3
LanguageCert Listening, Reading, Writing and
General Speaking B2 Vantage Level 1

C1 Effective Operational
Level 2
Proficiency

B1 Breakthrough Entry 3

B2 Vantage Level 1
LanguageCert Listening, Reading, Writing and
Academic Speaking C1 Effective Operational
Level 2
Proficiency

C2 Mastery Level 3

Both tests offer a communicative approach to the testing of Listening, Reading, Writing and Speaking
across the four CEFR levels appropriate to the domain.

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LanguageCert General
The LanguageCert General test is for candidates seeking to migrate for work or vocational purposes.
Test content is tailored to those wanting to live, work, study or train in an English-speaking context.

The test measures a range of skills and competences appropriate for personal, occupational and
vocational contexts: reading and listening for gist or for a detailed understanding of a range of
written and audio sources including adverts, articles, websites, diaries, radio programs, podcasts;
writing in formal and informal registers; expressing viewpoints; or interacting in real-life scenarios
(through the use of role-plays).

LanguageCert Academic
The LanguageCert Academic test is for candidates seeking to study in tertiary education. Test
content is tailored for academic study at undergraduate, postgraduate or professional level.

The test measures a range of skills and competences appropriate for academic study in an English-
medium setting: reading and listening for gist or for a detailed understanding of a range of written
and audio sources including academic articles, lectures, podcasts, interviews, discussions; writing
reports, articles and essays for an academic purpose; giving presentations; reading aloud; or taking
part in a discussion.

LanguageCert General and LanguageCert Academic are designed for candidates who are not native
speakers of English and who wish to achieve a high quality, internationally recognised qualification
in English that is available and recognised worldwide. They are suitable for candidates who are
preparing for entry to higher education, or professional employment in English speaking countries.
Both qualifications reference the descriptions of language proficiency in the Common European
Framework of Reference for Languages (CEFR). The levels in the CEFR have been mapped to the
levels in the Regulated Qualifications Framework for England, Wales and Northern Ireland (See:
Pathways to Proficiency: the alignment of language proficiency scales for assessing competence in
English Language DFES / QCA, 2003).

LanguageCert General and LanguageCert Academic measure proficiency in the same way, to the
same scale, using the same task types. The two tests have been designed and developed according
to the same standard procedures. The test delivery processes and scoring methods are identical.

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1.3 Introduction to LanguageCert Academic

Students entering university for undergraduate or postgraduate study require general academic
language proficiency and skills. General (i.e. non discipline specific) academic language proficiency
and skills refer to the type of language that students are exposed to during their first year(s) at
university, in college foundational levels, or on pathway programmes. These proficiencies and skills
include, for example, understanding generic academic vocabulary relevant to most domains; aspects
of academic expression (e.g. formality of style) used across common academic tasks (e.g. writing
essays, giving presentations); understanding textual conventions typically used in higher education;
oral presentation skills; the ability to locate specific information; infer views and standpoints which
may not always be overtly stated; note-taking; and critical thinking skills (including identifying and
formulating arguments).

The overall objective of the LanguageCert Academic qualification is to provide candidates with a
qualification that they can use primarily for entrance purposes to higher education institutions
running English-medium courses in English-speaking countries, and in countries where English is not
a first language but where the ability to speak, write and understand verbal and written general
academic English is required. The qualification is suitable for:

• non-native speakers of English who:

o are 17 years of age or older
o wish to acquire an internationally recognised certification of their English language
competence
o wish to undertake an undergraduate or postgraduate course of study at an English-
speaking university or college and require evidence of their English proficiency;
• universities and colleges that:
o need to establish the English language level of students to evaluate their ability to follow
their chosen course of study
o wish to offer students a test which will provide them with an internationally recognised
certification of their English language competence;
• employers who:
o wish to identify the English language level of their applicants
o require an internationally recognised certification as part of their hiring process.

Entry requirements

There are no prior learning requirements that candidates must achieve/have prior to taking
LanguageCert Academic. However, it is important that test centres provide information and advise
test takers on the most suitable qualification according to their individual needs.

Pricing

Pricing for LanguageCert Academic is country specific. Information can be found on the
LanguageCert website.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is not applicable to LanguageCert Academic.

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Total Qualification Time (TQT) and Guided Learning Hours (GLH)

The term ‘Guided Learning Hours’ is defined as the hours of guided learning under the immediate
guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or
training.

‘Total Qualification Time’ is the number of notional hours which represent an estimate of the total
amount of time that could reasonably be expected to be required in order for a learner to achieve
and demonstrate the achievement of the level of attainment necessary for the award of a
qualification.

With regard to Guided Learning Hours, LanguageCert is consistent with CEFR references which assign
approximate values to levels of ESOL qualifications. As highlighted by the Association of Language
Testers in Europe (ALTE), as a learner advances up the levels, the number of hours to attain each level
increases, this being evidence of the continual nature of language learning.

CEFR Level and

Corresponding Guided Total
LanguageCert and Learning Qualificat
Qualification Title
UK national Levels Hours ion Time
(England and (GLH) (TQT)
Wales)

Achiever Level – LanguageCert Entry Level Certificate in ESOL

International (Entry 3) (Listening, Reading, 180 hours 300 hours
B1 – Entry 3 Writing, Speaking) (LanguageCert Academic B1)

LanguageCert Level 1 Certificate in ESOL

Communicator
International (Listening, Reading, Writing, 180 hours 300 hours
Level – B2 – Level 1
Speaking) (LanguageCert Academic B2)

Expert Level – LanguageCert Level 2 Certificate in ESOL

International (Listening, Reading, Writing, 200 hours 350 hours
C1 – Level 2 Speaking) (LanguageCert Academic C1)

Mastery Level – LanguageCert Level 3 Certificate in ESOL

International (Listening, Reading, Writing, 250 hours 350 hours
C2 – Level 3 Speaking) (LanguageCert Academic C2)

Please note that the above figures are estimates of numbers of hours a learner is reasonably likely
to undertake with reference to each respective level of the qualification, not cumulative estimates
across levels.

LanguageCert liaises with its centres and users to ensure that appropriate and consistent numbers
of study hours are assigned to its qualifications.

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1.4 Qualification titles

The table below outlines the level names, full titles and qualification numbers for all levels of
LanguageCert Academic.

Ofqual
LanguageCert and
Qualification Title Qualification
CEFR levels
Number

LanguageCert Entry Level Certificate in ESOL

Achiever (B1) International (Entry 3) (Listening, Reading, Writing, 610/1456/4
Speaking) (LanguageCert Academic B1)

LanguageCert Level 1 Certificate in ESOL International

Communicator (B2) (Listening, Reading, Writing, Speaking) (LanguageCert 610/1457/6
Academic B2)

LanguageCert Level 2 Certificate in ESOL International

Expert (C1) (Listening, Reading, Writing, Speaking) (LanguageCert 610/1458/8
Academic C1)

LanguageCert Level 3 Certificate in ESOL International

Mastery (C2) (Listening, Reading, Writing, Speaking) (LanguageCert 610/1459/X
Academic C2)

The full qualification titles identify the level of each qualification inclusive of the LanguageCert,
CEFR, England and Wales levels.

The name of each examination and appropriate CEFR level appear on each certificate.

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1.5 Alignment of LanguageCert to the CEFR

LanguageCert Academic is mapped to the CEFR1 and the RQF/CQFW (England and Northern
Ireland/Wales) levels, and calibrated against LanguageCert IESOL and LanguageCert Test of English
(LTE) examinations using statistical analysis and via the Global Scale for results and the LanguageCert
Item Difficulty (LID) scale, used to record the difficulty values of all items. The Global Scale is derived
from the LID scale and used for results reporting on a 1–100 scale. The comparative levels chart below
shows how the levels and the Global Scale relate to each other.

RQF/CQFW (England
LanguageCert Global
LanguageCert Levels CEFR Levels and Northern
Scale (1–100)
Ireland/Wales)

B1 Achiever 40–59 B1 Threshold Entry 3

B2 Communicator 60–74 B2 Vantage Level 1

C1 Effective
C1 Expert 75–89 Operational Level 2
Proficiency

C2 Mastery 90-100 C2 Mastery Level 3

1See: ‘Common European Framework of Reference for Languages: Learning, teaching, assessment’, Cambridge
University Press 2001 ISBN 0521 005310

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1.6 ‘Can Do’ level descriptors

LanguageCert Academic is developed according to the CEFR descriptors of language competency for
each CEFR level (B1-C2).

LanguageCert and
Descriptors
CEFR levels

• Can understand the main points of clear standard speech on familiar

matters regularly encountered in work, school, leisure, etc.
• Can understand the main point of many radio or TV programmes on
current affairs or topics of personal or professional interest when
the delivery is relatively slow and clear.
• Can understand texts that consist mainly of high frequency everyday
B1 Achiever – CEFR B1 or job-related language.
• Can understand the description of events, feelings and wishes in
personal letters.
• 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.

• Can understand extended speech and lectures and follow even

complex lines of argument provided the topic is reasonably familiar.
• Can understand most TV news and current affairs programmes and
the majority of films in standard dialect.
• Can understand standard spoken language, live or broadcast, on
both familiar and unfamiliar topics normally encountered in
personal, social, academic or vocational life.
• Can follow the essentials of lectures, talks and reports and other
B2 Communicator – forms of academic/professional presentation which are
CEFR B2 propositionally and linguistically complex.
• Can read articles and reports concerned with temporary problems in
which the writers adopt particular attitudes or viewpoints.
• 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 he/she wants to say,
adopting a level of formality appropriate to the circumstances.

• Can understand extended speech even when it is not clearly

structured and when relationships are only implied and not signalled
explicitly.
• Can understand long and complex factual and literary texts,
C1 Expert – CEFR C1 appreciating distinctions of style.
• Can understand specialised articles and longer technical
instructions, relevant to various fields.
• Can understand a wide range of demanding, longer texts, and
recognise implicit meaning.

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 LanguageCert and
Descriptors
CEFR levels
• 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.

• Can understand with ease any kind of spoken language, whether live
or broadcast, even when delivered at fast native speed, provided
there is a familiarity with the accent.
• Can read with ease virtually all forms of the written language,
C2 Mastery – CEFR C2 including abstract, structurally or linguistically complex texts such as
manuals, specialised articles and literary works.
• Can express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in more complex
situations.

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1.7 Overview of scoring

LanguageCert Academic is stringently assessed against the criteria as detailed in the syllabus. Test
takers receive a score on the Global Scale per skill (Listening, Reading, Writing and Speaking) and an
overall score and CEFR level.

More specifically, the test taker receives a score on the LanguageCert Global Scale (0–100), derived
from and directly related to the LanguageCert Item Difficulty (LID) scale. The LID scale is used to
measure and record the difficulty values of all items. The Global Scale (0–100) is aligned to the six
levels (A1–C2) of foreign language mastery as set out in the scale of the Common European
Framework of Reference for Languages (CEFR):

LanguageCert LanguageCert LanguageCert

CEFR
Global Scale General Academic

90 - 100 C2 90+

75 - 89 C1 75+ 75 - 89

60 - 74 B2 60 - 74 60 - 74

40 - 59 B1 40 - 59 40 - 59

20 - 39 A2 20 - 39

10 - 19 A1

0- 9 Below A1

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1.8 Qualification format

LanguageCert Academic is available as a computer-based and a paper-based test. The computer-

based test is the default option.

Duration

Listening Reading Writing Speaking TOTAL

About 40 About 14 About 154

50 minutes 50 minutes
minutes minutes minutes

Advantages of LanguageCert Academic

Integrity of total external assessment

All exams are externally set by LanguageCert and are assessed by a group of approved trained
markers who are regularly standardised and benchmarked against the CEFR. Results issuance follows
a stringent process which ensures consistency and objectivity of assessment and reliable scores.

Ofqual recognition

LanguageCert is an Awarding Organisation recognised and regulated by Ofqual. Ofqual is a non-

ministerial government department that regulates qualifications, exams and tests in England. Ofqual
is independent of government and reports directly to the UK Parliament.

UK Home Office recognition

LanguageCert is authorized by UK Visas and Immigration (UKVI), to deliver Home Office approved,
Secure English Language Tests (SELTs) in the UK and globally. UKVI is the part of the Home Office
which runs the UK’s visa service. LanguageCert Academic is a secure, reliable, trusted and attractive
choice for candidates applying for UK visas where English language ability must be demonstrated.

International recognition

LanguageCert’s International English Qualifications (IEQs) are quality English language exams
recognised by employers, educational institutions and professional bodies worldwide for both
academic progression and employment.

Relevance

The tasks are sufficiently universal to suit all language learning styles and preparation methods.
Exam content authentically replicates real-life general academic English in use. LanguageCert makes
use of several methods, including human vetting and statistical analysis, in an effort to minimise bias.

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1.9 Format and features of LanguageCert Academic

Qualification Title: LanguageCert Certificate in ESOL International (Listening, Reading, Writing, Speaking) (LanguageCert Academic)

Duration: Listening: about 40 minutes; Reading: 50 minutes; Writing: 50 minutes; Speaking: about 14 minutes)

Raw
Skill & Focus Task Format
Marks

Listen twice to seven unfinished

One three-option multiple-choice
Listening 1: identify meaning, purpose and conversations in an academic or socio-
response for each conversation to
function and understand speaker academic context, colloquialisms, register 7
choose the appropriate completion or
relationship/context shifts and use of stress and intonation to
continuation of the conversation
indicate attitude included

Listen twice to five conversations in an

Listening 2: understand meaning, intention, academic setting to identify: topic, purpose,
Two three-option multiple-choice
viewpoint, argumentation, and speaker context, speakers, gist, relationship between 10
questions for each conversation
relationship speakers, roles, functions, attitudes, feelings
and opinions

Listen twice to a monologue (for example a

Listening 3: extract key information from a A note, message pad or form with seven
lecture, podcast, narrative, presentation, etc.) 7
monologue, synthesise and summarise ideas gaps; complete the missing information
to identify specific factual information

Listen twice to a discussion on an academic

Listening 4: follow a discussion between three issue to identify gist, examples, fact, opinion, Six three-option multiple-choice
6
speakers contrast, purpose, key ideas, attitude, cause questions
and effect

Choose the correct word from a choice

Reading 1a: understand vocabulary used in
Six sentences written in an academic style of four for each sentence to replace the
academic texts, identify synonyms and use 6
with one word highlighted highlighted word with no change in
vocabulary in context
meaning

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 Raw
Skill & Focus Task Format
Marks

An authentic academic text that may include

Reading 1b: understand vocabulary and lexico- Choose the correct word from a choice
academic ideas, arguments and opinions with 5
grammatical features in academic texts of three to fill each gap
five words removed

An academic text with six sentences removed,

Reading 2: understand how meaning is built up in e.g. topic sentence, summarising sentence,
Choice of eight sentences to choose
discourse and show awareness of text developing idea, emphasising a point, opinion, 6
from to complete the six gaps
organisation and discourse features contrast, sequence, forward and back
reference, transition to new idea

Four texts, e.g. reviews, reports, articles,

Reading 3: understand the purpose of different Seven multiple matching questions to
journals, opinion pieces, etc. with a linked 7
texts, scan and locate specific information identify information from the texts
theme, but with a different purpose

Reading 4: understand long complex texts,

including discourse, opinion, purpose A continuous text: narrative, descriptive, Six four-option multiple-choice
argumentation, exemplification, comparison and explanatory, expository, biographical, questions, including at least one item 6
contrast, cause and effect, and locate specific instructive testing implicit or inferred meaning
information

Instruction to write a report, argument or

Writing 1: respond appropriately to a given input article using a written, graphic or visual input
to produce a formal response for an intended with the intended reader specified, 150–200 words 32
public audience expressing stance, opinion, justification,
argumentation

Instruction to write a formal piece of writing

for a specified reader. Instructions elicit
Writing 2: produce a piece of discursive writing
functions: compare and contrast, persuasion, About 250 words 32
on an academic subject
argument, hypothesis; evaluation, analysis,
presenting solutions

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 Raw
Skill & Focus Task Format
Marks

Speaking 1: communicate opinions and ideas on a Give and spell name, give country of origin,
variety of topics and to give personal opinions on answer up to five questions on different topic
contemporary issues areas

Speaking 2: communicate in real-life higher

education situations using a range of functional Two situations are presented by the
language to elicit or respond as appropriate to interlocutor and candidates are required to
show the ability to use a wide range of language respond to and initiate interactions Spoken Interview between one
functions and use of register 48
candidate and one interlocutor

Read a text out loud and answer questions

Speaking 3: read aloud and answer questions
about the text

Speaking 4: prepare and deliver a presentation in After one minute of preparation time, talk for
response to a visual stimulus and answer two minutes about a topic provided by the
questions interlocutor and answer follow-up questions

Specimen Assessment Materials: LanguageCert offers a comprehensive range of candidate practice papers and specimen assessment materials for its
LanguageCert Academic exam which can be downloaded via the LanguageCert website.

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2 Syllabus
The syllabi show the standards which a learner must achieve to achieve the four levels of the test.
For each level, the standards are shown for Listening, Reading, Writing and Speaking. The standards
must be read in conjunction with the sections showing the grammar tested at each level and the
functions and topics used and tested at each level. These follow the set of standards for each level.

The standards set out in the following pages are cumulative. That is, an B1 candidate, for example,
will be able to carry out the standards set out for A1, A2 and B1. Similarly, a C2 candidate will be able
to meet the standards of all lower levels (A1–C1) in addition to the C2 standards.

Suitable topics, language functions and language skills for a test of Academic English are selected
from the lists below; that said, not all of the 'syllabus' below will be covered in the test versions.

2.1 Preliminary level – A1

Listening

The candidate will be able to:

• follow carefully and slowly articulated speech which contains long pauses and repetition to
allow the listener to process the information
• follow short conversations in everyday situations on topics concerning self, family and
immediate surroundings, and understand gist, context and the relationship between
speakers
• understand very simple questions, statements, accounts, narratives and single-step
instructions spoken carefully and slowly
• follow short, simple directions and explanations
• identify the function of short utterances (see Grammar and Functions sections which follow)
• extract key information from conversations to complete a simple task.
Phonological features

The candidate will be able to:

• listen for phonological detail to distinguish between similar words.

Range

The candidate will be able to:

• understand key grammatical forms used in very common everyday familiar contexts
• recognise familiar words and very basic phrases concerning self, family and immediate
concrete surroundings.
Understanding gist

The candidate will be able to:

• understand the main ideas of short explanations and conversations

• identify speakers, context and topic of short conversations.

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Understanding detail

The candidate will be able to:

• extract key words, numbers and spellings from short statements and explanations.
Reading

The candidate will be able to:

• understand very short simple narratives and descriptions, single-step instructions, simple
directions, and simple explanations a single phrase at a time with time to re-read for
confirmation and/or clarification
• recognise the purposes of short texts where the purpose and intended audience is clear
• locate specific information in short texts
• understand viewpoints if made clearly and simply.
Range

The candidate will be able to:

• understand very familiar names, words and phrases in simple common texts found in
everyday life context
• understand isolated words, short simple phrases and grammatical structures that link clauses
and help identify time reference
• understand the meanings conveyed by capital letters and full stops in very simple sentences.
Register

The candidate will be able to:

• understand simple social courtesies.

Text structure

The candidate will be able to:

• understand the organisational, lexical and grammatical features of short simple texts
• recognise different purposes of simple texts through layout conventions, common signs and
symbols.

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Speaking

The candidate will be able to:

• interact in a simple way provided the other person is prepared to repeat or rephrase things
at a slower rate of speech
• initiate and respond to simple statements about personal details, in areas of immediate need
or on very familiar topics
• communicate in a very limited range of social situations using a basic range of functional
language
• exchange information to perform a task
• describe and explain familiar topics and simple routines
• give single-step instructions and directions in familiar contexts
• ask and answer simple questions
• produce simple phrases to express likes, dislikes and preferences in relation to familiar topics
• contribute points to a discussion, provided the other speakers are co-operative.
Pronunciation

The candidate will be able to:

• pronounce with sufficient clarity a limited repertoire of words and phrases so they can be
understood by a sympathetic listener.
Accuracy

The candidate will be able to:

• display a limited control of very basic grammatical structures.

Range

The candidate will be able to:

• produce simple phrases and sentences to give basic information about and descriptions of
familiar people and places, feelings and opinions.
Register

The candidate will be able to:

• cope appropriately, with support from the other person, in a limited range of familiar social
situations.
Fluency

The candidate will be able to:

• manage the conventions of turn taking in very simple interactions

• use a very limited range of connectors to link utterances.

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Writing

The candidate will be able to:

• write to communicate simple information to a sympathetic reader

• compose simple sentences to communicate ideas or basic information about a topic
connected to personal information or knowledge
• write a short letter, card, postcard and message using simple phrases and sentences to
communicate ideas and basic information about themselves, where they live and what they
do
• write very simple descriptions, accounts and routines, single-step instructions and directions
in familiar contexts
• express likes, dislikes and preferences in relation to familiar topics
• use punctuation and capital letters correctly to show beginnings and ends of sentences,
proper nouns, personal pronoun ‘I’
• spell correctly personal key words and familiar words
• construct simple phrases and sentences using only basic grammatical structures
• use a basic range of vocabulary to deal with simple and familiar topics and tasks
• write simple sentences on familiar topics
• write a short sequence of simple sentences to form a basic message.

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Topics – Preliminary Level – A1
PERSONAL IDENTIFICATION FREE TIME, ENTERTAINMENT

• name • leisure

• address • hobbies and interests

• date and place of birth • TV, radio, computer, etc.

• age • cinema, theatre

• sex • intellectual pursuits

• marital status • sports

• nationality • press

• origin • internet

• occupation • music

• family • holidays

• likes and dislikes TRAVEL

• physical appearance • public transport

• title • private transport
• first language • traffic
HOUSE, HOME, AND LOCAL AREA • holiday accommodation

• accommodation, rooms • luggage

• furniture, furnishing • travel documents

• services • signs and notices

• amenities LANGUAGE

• region • foreign language ability

• flora and fauna • spelling and the alphabet
DAILY LIFE RELATIONS WITH OTHER PEOPLE

• at home • relationships
• at work • correspondence
• behaviour
• friends

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HEALTH AND BODYCARE MEASURES AND SHAPES

• parts of the body • digits and cardinal numbers up to 31

• personal comfort • telephone numbers

• hygiene • height, length, weight, capacity,

temperature
• ailments, accidents
• dates, times, days
• medical services
• shape
SHOPPING
EDUCATION
• shopping facilities
• schooling
• foodstuffs
• subjects
• clothes, fashion
• household articles
• prices
FOOD AND DRINK

• types of food and drink

• eating and drinking out
SERVICES

• post
• telephone
• banking
• police
• hospital, surgery
• garage
• petrol station
• emergency
PLACES

• asking the way and giving directions

• location

WEATHER

• obtain information from weather

forecast
• climate and weather

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Functions – Preliminary Level – A1
(See Topics list for contexts)

Personal environment

• asking for and giving personal information

• describing where one lives (accommodation, area, etc.)
• asking and answering questions for confirmation, information, identification
• describing familiar people, places and things
• correcting information
• explaining daily routines
Expressing thoughts and feelings

• expressing agreement or disagreement

• stating knowledge or ignorance of something or someone
• stating and asking about ability or inability to do something
• seeking, granting or denying permission
• expressing wishes
• expressing a preference
• expressing likes and dislikes
• offering and accepting an apology
Getting things done

• responding to a request
• requesting something or requesting someone to do something
• inviting someone to do something
• accepting or declining an offer or invitation
• giving single-step instructions
• counting and using numbers

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Social contact

• getting someone’s attention

• greeting people and responding to greetings
• expressing thanks
• addressing somebody
• introducing oneself, family and close friends
• opening, closing a conversation
• indicating lack of understanding
• asking someone to clarify something
• asking for and giving the spelling and meaning of words
• asking for and telling people the time, day, date
• taking leave

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2.2 Access level – A2

Listening

The candidate will be able to:

• understand speech which is clearly and slowly articulated

• follow short conversations both formal and informal connected with education, work and
social life understanding gist, context, feelings, opinions and relationships
• understand simple questions, statements, narratives, directions, explanations and
instructions
• identify the function of short utterances (see Grammar and Functions sections)
• extract and reproduce key information from simple spoken messages and announcements.
Phonological features

The candidate will be able to:

• recognise stress and intonation in simple and compound sentences.

Range

The candidate will be able to:

• understand key grammatical forms used in common everyday contexts and situations
• understand high frequency vocabulary and basic phrases relating to areas of immediate
personal relevance in straightforward familiar formal and informal exchanges.
Understanding gist

The candidate will be able to:

• understand the main ideas in short, clear, simple messages, presentations and
announcements, explanations, narratives and instructions
• identify topic, purpose, context, speakers, relationships and opinions from conversations.
Understanding detail

The candidate will be able to:

• extract key words, phrases, numbers and spellings from announcements and messages.

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Reading

The candidate will be able to:

• understand short simple narratives and descriptions, straightforward instructions, directions

and explanations on familiar and work-related topics
• recognise the different purposes of text when purpose and intended audience are clear
• locate specific predictable information in everyday short texts on familiar matters
• understand a simple line of argument simply expressed
• understand the main ideas and gist of simple personal letters
• understand routine letters on familiar topics
• understand everyday signs and notices found in public places.
Range

The candidate will be able to:

• recognise high frequency words and words with common spelling patterns in everyday texts
• understand punctuation and capitalisation used in simple and compound sentences.
Register

The candidate will be able to:

• understand simple social courtesies.

Text structure

The candidate will be able to:

• understand the organisational, lexical and grammatical features of short simple texts
• understand a very limited range of cohesive devices
• identify the different purposes of short straightforward texts through layout conventions,
common signs, symbols.

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Speaking

The candidate will be able to:

• speak with reasonable ease in structured situations and short conversations on familiar
topics, although from time to time will be asked to repeat or clarify
• communicate personal information to give simple descriptions of family, other people, living
or working conditions, habits and daily routines, education background and/or job
• communicate in a limited number of social situations using a range of functional language
• exchange information to perform a task
• give simple directions, instructions and explanations
• ask and answer questions
• give a short description or tell a simple story using simple and compound sentences
• express simple feelings and opinions and establish a shared understanding.
Pronunciation

The candidate will be able to:

• pronounce the sounds of English sufficiently clearly to be generally understood.

Accuracy

The candidate will be able to:

• display some control of basic grammatical structures.

Range

The candidate will be able to:

• display an adequate range of vocabulary to communicate on familiar topics and perform

simple tasks.
Register

The candidate will be able to:

• adjust language to suit context in straightforward situations.

Fluency

The candidate will be able to:

• manage the conventions of turn taking in short social exchanges, using simple techniques to
start, maintain, and end a conversation
• use a limited number of common discourse markers.

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Writing

The candidate will be able to:

• compose simple texts using the appropriate format with some awareness of the intended
audience
• follow instructions to write a letter, message or note
• write informally about family, living conditions, schooling and job, plans and arrangements,
likes and dislikes, and past activities
• write short descriptions or tell a simple story using simple and compound sentences
• write a short sequence of simple explanations, instructions or directions
• express simple opinions clearly
• spell correctly the majority of words used for personal detail and familiar common words
• write with reasonable accuracy short words appropriate to the level
• use punctuation and capital letters correctly to show questions, commas in lists and proper
nouns
• construct simple and compound sentences using basic structures
• use a limited range of vocabulary to deal with simple and familiar topics and tasks
• link a short sequence of simple sentences using basic linking words.

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Topics – Access Level – A2
PERSONAL IDENTIFICATION TRAVEL

• name • public transport

• address • private transport

• date and place of birth • traffic

• age • holiday accommodation

• sex, marital status • luggage

• nationality, origin • travel documents, signs and notices

• occupation RELATIONS WITH OTHER PEOPLE

• family • relationship
• likes and dislikes • correspondence
• physical appearance • behaviour
• title • invitations
• first language • friends
HOUSE, HOME, AND LOCAL AREA HEALTH AND BODYCARE

• accommodation, rooms • parts of the body

• furniture, furnishing • personal comfort
• services and amenities • hygiene
• region • ailments, accidents
• flora and fauna • medical services
DAILY LIFE SHOPPING

• at home • shopping facilities

• at work • foodstuffs
FREE TIME, ENTERTAINMENT • clothes, fashion

• leisure • household articles

• sports, hobbies and interests • prices

• TV, radio, computer etc. FOOD AND DRINK

• cinema, theatre • types of food and drink

• intellectual pursuits • eating and drinking out
• press, the internet
• music
• holidays

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SERVICES
• post
• telephone
• banking
• police
• hospital, surgery
• garage
• petrol station
• emergency
PLACES

• asking the way and giving directions

• location
LANGUAGE

• foreign language ability

• spelling and the alphabet
WEATHER

• obtain information from weather

forecast
• climate and weather
MEASURES AND SHAPES

• digits and cardinal numbers up to 100

and multiples of 100
• telephone numbers, process
• height, length, weight, capacity,
temperature
• dates, times, days
• shape
EDUCATION

• schooling
• subjects

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Functions – Access Level – A2
(See Topics list for contexts)

Personal environment

• asking for and giving personal information

• describing where one lives (area, accommodation, etc.)
• asking and answering questions for confirmation, information, identification
• describing people, places and things
• correcting information
• explaining daily routines
• describing past events
• comparing things, people
Expressing thoughts and feelings

• expressing agreement or disagreement

• denying something
• expressing views and feelings with reasons
• stating and asking about knowledge or ignorance of something or someone
• stating and asking about ability or inability to do something
• stating and asking about certainty or uncertainty of something
• seeking, granting or denying permission
• expressing and asking about wishes and hopes
• expressing and asking about wants, desires, needs
• stating and asking about intention
• stating a preference
• expressing and asking about likes and dislikes, with reasons
• expressing and asking about (dis)pleasure, (un)happiness
• expressing gratitude
• offering and accepting an apology
• expressing approval or appreciation
• expressing regret

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Making things happen

• responding to a request
• requesting something or requesting someone to do something
• inviting someone to do something
• accepting or declining an offer or invitation
• giving instructions
• giving advice
• warning others to be careful or to stop doing something
• offering and requesting assistance
• suggesting a course of action
Social contact

• getting someone’s attention

• greeting people and responding to greetings
• expressing thanks
• addressing somebody
• introducing oneself, family and close friends
• opening, closing a conversation
• congratulating someone
• indicating lack of understanding
• asking someone to clarify or explain something
• asking someone to repeat all or part of something
• asking someone to speak more slowly
• asking for help in finding words or phrases
• asking for and giving the spelling and meaning of words
• counting and using numbers
• asking for and telling people the time, day, date
• interrupting politely
• summing up
• taking leave
• observing telephone conventions

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2.3 Achiever level – B1

Listening

The candidate will be able to:

• understand clearly articulated standard speech delivered relatively slowly

• follow short conversations both formal and informal in a range of familiar situations
understanding gist, context, feelings, opinions and relationships
• understand straightforward narratives, sequences, instructions, directions and explanations
• identify the function of short utterances (see Grammar and Functions sections)
• follow the main points, speakers, purposes and attitudes in an extended discussion
• extract and reproduce key information from announcements and media broadcasts on a
range of familiar topics.
Phonological features

The candidate will be able to:

• recognise stress and intonation in order to follow discourse

• recognise feelings, moods, attitudes, important points and opinions expressed through
stress and intonation.
Range

The candidate will be able to:

• understand key grammatical forms used in familiar and less familiar contexts and situations
• understand high frequency vocabulary and expressions relating to familiar and less familiar
topics.
Understanding gist

The candidate will be able to:

• understand the main ideas in straightforward announcements, conversations and discussions

on familiar and less familiar topics.
Understanding detail

The candidate will be able to:

• extract key information from announcements, conversations and discussions on familiar and
less familiar topics.

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Reading

The candidate will be able to:

• locate and understand details in narratives, explanations, descriptions, instructions,

biographies, articles and discursive texts on familiar topics
• understand the main ideas in straightforward texts of more than one paragraph
• locate and understand specific information in formal and informal real-life texts which may
include graphics
• understand the purpose of different texts
• understand information or purpose which may not be expressed overtly
• understand a line of argument and conclusions clearly signalled in discursive text
• understand feelings and opinions expressed in informal texts.
Range

The candidate will be able to:

• understand words relating to work, leisure and study

• understand longer texts which may contain some complex structures.
Register

The candidate will be able to:

• understand the features which signal different levels of formality

• understand features which indicate the purpose of a text.
Text structure

The candidate will be able to:

• recognise the purpose of texts through layout conventions, common signs and symbols
• use organisational features of texts to locate information
• understand the organisational, lexical and grammatical features of a text
• recognise the common structure of paragraphing to build up meaning in a text
• understand how meaning is built up over discourse using markers to indicate addition,
sequence and contrast.

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Speaking

The candidate will be able to:

• interact competently if not always accurately in everyday situations

• communicate personal information, opinions and ideas and respond to those of others
• communicate in a variety of social situations using an appropriate range of functional
language
• exchange information, feelings and opinions to perform a task
• narrate, describe, explain and express opinions in extended speech related to familiar
contexts
• contribute points to a simple discussion.
Pronunciation

The candidate will be able to:

• pronounce the sounds of English sufficiently well to be generally understood and show a fair
control of stress and intonation patterns.
Accuracy

The candidate will be able to:

• display a good control of basic grammatical structures without impeding errors when dealing
with familiar topics.
Range

The candidate will be able to:

• display an adequate range of vocabulary and expression to deal with familiar situations and
topics
• narrate using past tenses.
Register

The candidate will be able to:

• adopt a degree of formality appropriate to familiar circumstances

• use appropriate phrases in familiar situations such as greeting and leave-taking.
Fluency

The candidate will be able to:

• initiate and follow the norms of turn-taking, prompt and manage the discourse with a degree
of independence
• connect descriptions, narratives and descriptions in simple ways
• speak without undue hesitation unless searching for information, vocabulary or when
reformulating

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Writing

The candidate will be able to:

• write straightforward connected texts on a range of familiar topics

• write short simple formal letters to ask for and convey simple information
• write short simple texts for practical purposes, e.g. instructions
• write short informal letters on topics of personal interest and knowledge
• write brief narratives and descriptions on straightforward topics
• express opinions simply, giving supporting reasons
• use correct punctuation in formal and informal texts
• spell correctly the majority of common words and key words relating to work, study and
leisure interests
• use basic grammatical structures correctly, including conjunctions, connectives and discourse
markers (errors do not impede a sympathetic reader’s understanding)
• use vocabulary adequately to meet straightforward needs
• communicate information and ideas with some adaptation to the intended reader
• link a short linear sequence of ideas using discourse markers and conjunctions
• demonstrate some awareness of conventions of an informal and formal letter.

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Topics – Achiever Level – B1
PERSONAL IDENTIFICATION FREE TIME, ENTERTAINMENT

• name • leisure

• address • hobbies and interests

• date and place of birth • TV, radio, computer etc.

• age • cinema, theatre

• sex • intellectual pursuits

• marital status • sports

• nationality • press

• origin • internet

• occupation • music

• family • holidays

• likes and dislikes • exhibitions, museums

• physical appearance • artistic pursuits

• title PLACES

• first language • asking the way and giving directions

• character, disposition • location
HOUSE, HOME, AND LOCAL AREA MEASURES AND SHAPES

• accommodation, rooms • all digits and cardinal numbers

• furniture, bedclothes • telephone numbers
• services • height, length, weight, capacity,
• amenities temperature, shape

• region • dates, times, days

• flora and fauna

• types of accommodation
• cost
DAILY LIFE

• at home
• at work
• income
• prospects

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TRAVEL SERVICES

• public transport • post

• private transport • telephone
• traffic • banking
• holiday accommodation • police
• luggage • hospital, surgery
• travel documents • garage
• signs and notices • petrol station
• entering and leaving a country • emergency
RELATIONS WITH OTHER PEOPLE LANGUAGE

• relationships • foreign language ability

• correspondence • spelling and the alphabet
• behaviour WEATHER

• invitations • obtain information from weather

• club membership forecast

• government and politics • climate and weather

• crime and justice EDUCATION

• social affairs • schooling

• friends • subjects
HEALTH AND BODYCARE • qualifications

• parts of the body

• personal comfort
• hygiene
• ailments, accidents
• medical services
SHOPPING

• shopping facilities
• foodstuffs
• clothes, fashion
• household articles
• prices
FOOD AND DRINK

• types of food and drink

• eating and drinking out

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Functions – Achiever Level – B1
(See Topics list for contexts)

Personal environment

• asking for and giving personal information

• describing where one lives (accommodation, area etc)
• asking and answering questions for confirmation, information, identification
• describing people, places, things
• correcting information
• explaining daily routines
• narrating and describing past, present and future events
• comparing things, people
• reporting facts, actions
Expressing thoughts, feelings and attitudes

• expressing and asking about agreement or disagreement

• denying something
• expressing views and feelings with reasons
• stating and asking about knowledge or ignorance of something or someone
• stating whether a person, thing or action is remembered or forgotten
• enquiring of someone else whether a person, thing or action is remembered or forgotten
• stating and asking about degrees of probability
• expressing, denying or asking about necessity (including logical deduction)
• stating and asking about one’s certainty or uncertainty of something
• stating and asking about one’s ability or inability to do something
• stating and enquiring about one’s obligation (or lack of) to do something
• seeking, granting or denying permission
• stating and asking about the permissibility of doing something
• expressing and asking about wishes and hopes
• expressing and asking about wants, desires, needs
• stating and asking about intention
• stating, responding to and asking about preference
• expressing and asking about likes and dislikes, with reasons
• expressing and asking about (dis)pleasure, (un)happiness
• expressing and asking about satisfaction or dissatisfaction
• expressing disappointment
• expressing gratitude

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 • expressing and asking about interest or lack of it
• expressing surprise or lack of it
• expressing and asking about fear or worry
• giving reassurance
• expressing regret, sympathy
• offering and accepting an apology
• granting forgiveness
• expressing approval or appreciation
• expressing regret
• expressing indifference
• expressing and asking about approval or disapproval
• expressing moral obligation
Making things happen

• responding to a request
• requesting something or requesting someone to do something
• inviting someone to do something
• accepting or declining an offer or invitation
• giving instructions
• giving and asking for advice
• responding to or rejecting advice, with reasons
• warning others to be careful or to stop doing something
• offering and requesting assistance
• insisting politely
• persuading someone to do something
• suggesting a course of action
• asking for, responding to or rejecting suggestions with reason/alternative
• encouraging someone to do something
• making and agreeing on plans and arrangements
• reaching a compromise
• prohibiting someone from doing something
• making a complaint
Social contact

• getting someone’s attention

• greeting people and responding to greetings
• expressing thanks

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 • addressing somebody
• making and responding to introductions
• opening, closing a conversation
• congratulating someone
• praising someone
• paying a compliment
• asking someone’s opinion
• indicating lack of understanding
• giving and asking for clarification or explanation of something
• confirming one’s own or another’s understanding
• asking someone to repeat a word, phrase or sentence
• asking someone to speak more slowly
• asking for help in finding words or phrases
• asking for and giving the spelling and meaning of words
• counting and using numbers
• asking for and telling people the time, day, date
• interrupting politely
• exemplifying or emphasising a point
• encouraging another speaker to continue
• indicating a wish to continue or finish speaking
• summing up
• taking leave
• observing telephone conventions
• observing letter-writing conventions

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2.4 Communicator level – B2

Listening

The candidate will be able to:

• understand standard spoken English delivered at normal speed

• follow short conversations both formal and informal in a range of familiar situations
understanding gist, context, purpose, function, attitude, feelings, opinions and relationships
• follow a conversation and predict the likely outcome
• understand narratives, sequences, instructions, descriptions and explanations
• identify the function of short utterances which may contain idiomatic expressions (see
Grammar and Functions sections)
• follow a discussion to identify gist, detail, purposes and key ideas and distinguish between
fact and opinion
• extract and reproduce key information from announcements, media broadcasts,
presentations and lectures including abstract and concrete topics encountered in personal,
social, academic and vocational life
• follow clearly structured extended speech and more complex argument when familiar with
the topic.
Phonological features

The candidate will be able to:

• recognise how intonation, pitch and/or stress can affect meaning

• recognise feelings, moods, attitudes, important points and opinions expressed through
stress, pitch and intonation.
Range

The candidate will be able to:

• understand ideas, arguments and descriptions expressed through complex sentence forms
• understand some lower frequency vocabulary and expressions relating to everyday life and
current events.
Register

The candidate will be able to:

• recognise degrees of formality used by speakers in different types of utterances in everyday

and less familiar situations.
Understanding gist

The candidate will be able to:

• understand the main ideas in longer but clearly structured announcements, conversations
and discussions on familiar and unfamiliar concrete and abstract topics.

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Understanding detail

The candidate will be able to:

• extract the more salient points of detail from longer but clearly structured texts on familiar
and unfamiliar topics and on both concrete and abstract topics.
Reading

The candidate will be able to:

• understand texts in different styles and purposes with a large degree of independence
• understand the main ideas in complex texts on both familiar and abstract topics
• understand the way meaning is built up in a range of texts
• locate specific information from different parts of a text or different texts
• understand feelings, opinions, warnings and conditions in both formal and informal texts
• understand lengthy texts containing complex instructions or explanations
• understand articles and reports concerned with contemporary issues in which the writers
adopt particular viewpoints
• locate and understand information, ideas and opinions from longer more specialised sources
in familiar contexts.
Range

The candidate will be able to:

• understand a broad range of vocabulary but may experience some difficulty with low
frequency idioms
• understand texts which contain a broad range of grammatical structures.
Register

The candidate will be able to:

• understand the features of register in texts including those conveying emotion or dispute.
Text structure

The candidate will be able to:

• recognise how purpose is achieved in a range of texts including those containing images,
graphical and tabular data
• understand a broad range of discourse markers including those expressing addition, cause
and effect, contrast, sequence and time.

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Speaking

The candidate will be able to:

• speak with a degree of fluency and spontaneity making sustained interaction possible
without undue strain
• communicate personal information, opinions, feelings and ideas
• communicate in a variety of social situations using a range of functional language
• exchange information to perform a task
• narrate, describe, explain and express opinions in extended speech
• give straightforward descriptions, narratives, directions, instructions on topics encountered
in personal, social, academic or vocational life
• contribute points to an argument on a familiar topic integrating sub-themes and coming to a
conclusion.
Pronunciation

The candidate will be able to:

• pronounce clearly the sounds of English in connected speech

• produce stretches of language with few noticeable long pauses, but with some hesitation
when searching for patterns and expressions.
Accuracy

The candidate will be able to:

• display a relatively high degree of grammatical control without impeding errors.

Range

The candidate will be able to:

• use sufficient range of language to give detailed descriptions and arguments and be able to
highlight personal events and emotions
• produce complex sentences although there is still some searching for vocabulary and
expressions.
Register

The candidate will be able to:

• adopt a degree of formality appropriate to the circumstances

• cope linguistically with more stressful kinds of interaction such as complaints or disputes.

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Fluency

The candidate will be able to:

• manage the conventions of turn taking using appropriate phrases for making and dealing
with interruptions and requesting information
• link utterances using some cohesive devices although there may be some ‘jerkiness’ in
extended speech.
Writing

The candidate will be able to:

• write coherently on topics of general interest linking ideas appropriately and effectively
• write clear connected text describing real or imaginary people or events
• present an argument giving points for and against, supporting and evaluating different views
• write formal letters, reports or articles to fulfil a range of functions for practical purposes
• write letters describing significant personal events, people or experiences
• use correct punctuation in formal and informal writing to enhance meaning
• correctly spell words used in work, study and daily life
• control grammar to communicate effectively although errors may occur when complex
structures are attempted
• use words and expressions appropriate to topic and purpose of the writing
• adjust register in familiar contexts to suit purpose and readership
• use a range of linking words effectively to show clearly the relationship between ideas
• paragraph appropriately
• reproduce conventional features of common types of text.

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Topics – Communicator Level – B2
PERSONAL IDENTIFICATION TRAVEL

• personal details • public & private transport

• occupation • traffic & traffic control
• family • ‘green’ travel
• likes and dislikes • holidays
• physical appearance • accommodation
• first language • entering and leaving a country
• character RELATIONS WITH OTHER PEOPLE
HOUSE, HOME AND LOCAL AREA
• family relationships
• types of accommodation • friendship
• interior design • manners
• local & regional services/amenities • social conventions
• regional geographical features HEALTH AND BODYCARE
• local flora and fauna
• parts of the body
DAILY LIFE
• personal comfort
• at home • hygiene
• at work • ailments, accidents
• income • medical services
• prospects SHOPPING
FREE TIME, ENTERTAINMENT
• shopping facilities
• leisure, hobbies & interests • foodstuffs
• TV, radio, cinema, theatre • clothes, fashion
• computer, internet • household articles
• intellectual/artistic pursuits • prices
• sports FOOD AND DRINK
• press
• eating habits
• music
• sourcing food locally
• photography
• fast food
• the written word (reading, letter-
• organic food
writing, diaries etc.)
• year-round availability
• exhibitions, museums
• diets

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SERVICES BELIEFS
• communications • the paranormal & supernatural
• financial services • superstitions
• emergency services • unexplained phenomena, e.g. UFOs,
coincidences etc.
• leisure facilities
ARTS
• care for the elderly
• IT in the community • modern art, theatre

PLACES & LOCATION • classical art, theatre

SCIENCE & TECHNOLOGY
• satellite navigation systems
• World Heritage sites • scientific development

• locations for motorways & airports • space exploration

• protecting open spaces • power of the computer

LANGUAGE • important inventions

SOCIETY
• foreign language ability
• accents & dialects • individual rights

• preserving minority languages • family life

• bilingualism • parental responsibilities

WEATHER • social responsibilities

• equal opportunities
• climate and weather
• weather forecasting
• climate change
• extreme weather
MEASURES AND SHAPES

• statistics
• processes
EDUCATION

• schooling
• subjects
• qualifications and examinations

THE ENVIRONMENT

• recycling
• pollution
• global warming

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Functions – Communicator Level – B2
(See Topics list for contexts)

Personal environment

• asking for and giving personal information

• describing where one lives (accommodation, area etc.)
• asking and answering questions for confirmation, information, identification
• describing people, places, things
• correcting information
• explaining routines
• narrating and describing past, present and future events
• comparing things, people
• reporting facts, actions
• stating facts, actions
• giving descriptions and specifications
Expressing thoughts, feelings and attitudes

• expressing and asking about agreement or disagreement

• denying something
• expressing agreement reluctantly or with reservations
• conceding a point or argument, demurring
• expressing views and feelings with reasons
• asserting and asking about knowledge or ignorance of something or someone
• stating whether a person, thing or action is remembered or forgotten
• enquiring of someone else whether a person, thing or action is remembered or forgotten
• stating and asking about degrees of probability/possibility
• expressing, denying or asking about necessity (including logical deduction)
• stating and asking about one’s certainty or uncertainty of something
• reminding someone to do something
• expressing doubt, incredulity, bewilderment
• hypothesising
• stating and asking about one’s ability or inability to do something
• stating and enquiring about one’s obligation (or lack of) to do something
• seeking, granting or denying permission
• stating and asking about the permissibility of doing something
• expressing and asking about wishes, hopes, expectations
• expressing and asking about wants, desires, needs

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 • stating and asking about intention
• stating, responding to and asking about preference
• expressing and asking about likes and dislikes, with reasons
• expressing and asking about (dis)pleasure, (un)happiness
• expressing and asking about satisfaction or dissatisfaction
• expressing disappointment
• expressing gratitude
• expressing and asking about interest or lack of it
• expressing surprise or lack of it
• expressing and asking about fear, worry, anxiety
• giving reassurance
• expressing regret, sympathy, condolence
• expressing fellow-feeling, empathy
• expressing and asking about pain, anguish, suffering
• expressing relief
• expressing indifference
• expressing fatigue, resignation
• offering and accepting an apology
• granting forgiveness
• expressing and asking about approval, appreciation or disapproval
• expressing moral obligation
• expressing regret
• accepting, attaching or denying blame for something
Making things happen

• responding to a request
• requesting something, or requesting someone to do something
• inviting someone to do something
• accepting or declining an offer or invitation
• giving instructions or orders
• giving and asking for advice
• responding to or rejecting advice, with reasons
• warning others to be careful or to stop doing something
• offering and requesting assistance
• insisting politely
• persuading someone to do something

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 • suggesting a course of action
• asking for, responding to, agreeing to or rejecting suggestions with reason/alternative
• making and agreeing plans and arrangements
• encouraging someone to do something
• reaching a compromise
• prohibiting someone from doing something
• making a complaint
• refusing to do something, expressing defiance
• pleading with someone to do something
Social contact

• getting someone’s attention

• greeting people and responding to greetings
• expressing thanks
• addressing somebody
• making and responding to formal and informal introductions
• opening, closing a formal or informal conversation
• congratulating someone
• praising someone
• paying someone a compliment
• asking someone’s opinion
• making someone feel welcome
• indicating lack of understanding
• giving and asking for clarification, explanation or definition of something
• confirming one’s own or another’s understanding
• asking someone to repeat all or part of something
• asking someone to speak more slowly
• asking for help in finding words or phrases
• asking for and giving the spelling and meaning of words
• counting and using numbers
• asking for and telling people the time, day, date
• interrupting politely
• objecting, protesting
• exemplifying or emphasising a point
• classifying, generalising, defining something
• encouraging another speaker to continue

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 • indicating a wish to continue or finish speaking
• summing up
• taking leave
• observing telephone conventions
• observing letter-writing conventions

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2.5 Expert level – C1

Listening

The candidate will be able to:

• follow extended speech delivered at natural speed even when it is not clearly structured and
when the meaning may be implicit rather than explicit
• follow short conversations both formal and informal in a range of situations, understanding
gist, context, purpose, function, attitude, feelings, opinions and relationships
• understand complex narratives, sequences and explanations
• recognise the function of short utterances which may contain idiomatic English (see
Grammar and Functions sections)
• follow a discussion to identify gist, detail, purposes and key ideas and distinguish between
fact and opinion
• extract and reproduce key information from announcements, media broadcasts,
presentations and lectures on abstract and concrete topics of general interest
• follow a complex argument.
Phonological features

The candidate will be able to:

• consistently recognise how intonation, pitch and/or stress affect meaning

• consistently recognise feelings, moods, attitudes, important points and opinions expressed
through stress, pitch and intonation.
Range

The candidate will be able to:

• understand ideas, arguments and descriptions expressed through a wide range of complex
grammatical structures
• understand a broad range of vocabulary including idiomatic and colloquial expressions.
Register

The candidate will be able to:

• consistently recognise degrees of formality in different types of utterances used by speakers

in a wide range of situations.
Understanding gist

The candidate will be able to:

• understand the main ideas of extended discourse even when the content is not clearly
structured.

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Understanding detail

The candidate will be able to:

• extract most points of detail even from extended discourse on both concrete and abstract
topics even when the content is not clearly structured.
Reading

The candidate will be able to:

• understand long complex texts, appreciating distinctions in style and purpose

• understand texts from authentic sources, identifying context, content and style
• understand the main ideas of complex text on a wide range of texts on a wide range of
professional, academic and social topics
• gather specific information from different parts of a text or from different texts
• understand descriptions and narratives in which language is used to create different
sophisticated effects
• understand lengthy texts containing complex instructions or explanations including
technical or specialist texts such as instruction manuals and articles
• understand texts concerned with contemporary issues in which the writers adopt particular
viewpoints, identifying finer points of attitude and implied, as well as stated, opinions.
Range

The candidate will be able to:

• understand a broad range of vocabulary including idiomatic expressions

• understand a very broad range of grammatical structures including those used to convey
subtle distinctions in meaning.
Register

The candidate will be able to:

• understand the role of register even in emotional or allusive contexts.

Text structure

The candidate will be able to:

• recognise how textual features are used to achieve purposes in a wide range of texts
including those containing images, graphical and tabular data
• understand the different ways in which meaning is built up in a range of texts of varying
complexity
• understand a range of logical markers and sequence markers.

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Speaking

The candidate will be able to:

• interact fluently and spontaneously on all subjects except the most abstract with some
degree of searching for expressions or use of avoidance strategies
• communicate personal information, opinions, feelings and ideas on all topics except the most
complex
• communicate in almost all social situations, including those requiring tact and diplomacy,
using a wide range of language functions
• engage in discussion to express and elicit opinion, persuade someone to a point of view, try
to reach agreement or perform a specific task
• explain, describe, narrate, account for and report on complex subjects integrating sub-
themes
• speak clearly on complex themes, developing particular points and rounding off
appropriately.
Pronunciation

The candidate will be able to:

• pronounce clearly the sounds of English in connected speech and use stress and intonation
to covey finer shades of meaning precisely.
Accuracy

The candidate will be able to:

• maintain a consistently high degree of grammatical accuracy with few errors, generally
correcting those that do occur.
Range

The candidate will be able to:

• use complex sentences, idiomatic expressions and colloquialisms and qualify opinions and
statements without much conspicuous searching for words.
Register

The candidate will be able to:

• cope linguistically in sensitive or stressful situations even in unfamiliar contexts.
Fluency

The candidate will be able to:

• display controlled use of discourse organisation, connectors and cohesive devices and be
able to backtrack or reformulate when encountering difficulty
• confidently manage the conventions of turn taking using appropriate phrases for making and
dealing with interruptions and requesting clarification.

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Writing

The candidate will be able to:

• write well-structured, detailed texts on complex subjects clearly communicating ideas,

impressions, feelings and opinions
• write complex narratives and descriptions varying style appropriately
• write a well-structured, detailed argument emphasising important points, expanding and
supporting relevant ideas
• write formal letters, reports or articles to fulfil a wide range of functions including those
requiring a tactful approach
• use all punctuation marks accurately and effectively
• spell correctly words used in work, study and daily life including commonly used technical
words
• consistently control grammar to communicate effectively with few errors even when
complex structures are employed
• use a wide range of vocabulary suitable for purpose
• generally use idiomatic expressions appropriately and naturally
• use a wide range of complex structures
• adapt register effectively and appropriately according to purpose in most contexts
• link and organise ideas using a range of linking words and cohesive devices

• organise text effectively to reflect the structure of the ideas expressed.

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Topics – Expert Level – C1
PERSONAL IDENTIFICATION • exhibitions, museums

• personal details • leisure/work ratio

• occupation TRAVEL

• family • public & private transport

• likes and dislikes • traffic & traffic control

• physical appearance • ‘green’ travel

• first language • holidays

• character • accommodation

• image • entering and leaving a country

HOUSE, HOME, AND LOCAL AREA • common currency, e.g. the euro

• types of accommodation • migration

• interior design RELATIONS WITH OTHER PEOPLE

• local & regional services/amenities • family relationships

• regional geographical features • friendship

• national flora and fauna • manners

• region-specific phenomena • social conventions

DAILY LIFE • anti-social behaviour

• at home SHOPPING

• at work • shopping facilities

• income • foodstuffs

• prospects • clothes, fashion

• stress • household articles

• money management • prices

FREE TIME, ENTERTAINMENT • ethical shopping

• leisure, hobbies and interests • retail therapy

• TV, radio, cinema, theatre

• computer, internet
• intellectual/artistic pursuits
• sports
• press
• music
• photography
• the written word (reading, letter-
writing, diaries etc.)

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FOOD AND DRINK WEATHER

• eating habits • climate and weather

• sourcing food locally • weather forecasting

• fast food • climate change

• organic food • extreme weather

• year-round availability • weather and mood

• diets MEASURES AND SHAPES

• food fashions • statistics

SERVICES • importance of maths in everyday life

• communications EDUCATION

• financial services • schooling

• emergency services • subjects

• leisure facilities • qualifications and examinations

• care for the elderly • education systems

• IT in the community • teaching and learning

• diplomatic services THE ENVIRONMENT

• employment agencies • recycling

PLACES & LOCATION • pollution

• satellite navigation systems • global warming

• World Heritage sites • endangered species

• locating motorways and airports • future of the planet

• protecting open spaces BELIEFS

• how geography affects people • the paranormal & supernatural

• alternative places to live, e.g. • superstitions
underwater, on Mars
• unexplained phenomena, e.g. UFOs,
LANGUAGE coincidences etc.

• foreign language ability ARTS

• accents and dialects • modern art, theatre, architecture

• preserving minority languages • classical art, theatre, architecture
• bilingualism • literature
• universal languages, e.g. Esperanto • popular culture
• body language

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SCIENCE & TECHNOLOGY

• scientific development
• space exploration
• power of the computer
• important inventions
• genetic modification
• ethics
• animal testing
SOCIETY

• individual rights
• family life
• parental responsibilities
• social responsibilities
• equal opportunities
• human rights
• citizenship
• the global village

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Functions – Expert Level – C1
(See Topics list for contexts)

Personal environment

• asking for and giving personal information

• describing where one lives (accommodation, area etc.)
• asking and answering questions for confirmation, information, identification
• describing people, places, things
• correcting information
• explaining routines
• narrating and describing past, present and future events
• comparing things, people
• reporting facts, actions
• stating facts, actions
• giving descriptions and specifications
Expressing thoughts, feelings and attitudes

• expressing and asking about agreement or disagreement

• denying something
• expressing agreement reluctantly or with reservations
• conceding, demurring
• expressing views and feelings with reasons
• asserting and asking about knowledge or ignorance of something or someone
• stating whether a person, thing or action is remembered or forgotten
• enquiring of someone else whether a person, thing or action is remembered or forgotten
• stating and asking about degrees of probability
• expressing, denying or asking about necessity (including logical deduction)
• stating and asking about one’s certainty or uncertainty of something
• reminding someone to do something
• expressing doubt, incredulity, bewilderment
• hypothesising
• speculating
• stating and asking about one’s ability or inability to do something
• stating and enquiring about one’s obligation (or lack of) to do something
• seeking, granting or denying permission
• stating and asking about the permissibility of doing something

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 • expressing and asking about wishes, hopes, expectations
• expressing and asking about wants, desires, needs
• stating and asking about intention
• stating, responding to and asking about preference
• expressing and asking about likes and dislikes, with reasons
• expressing and asking about (dis)pleasure, (un)happiness
• expressing and asking about satisfaction or dissatisfaction
• expressing disappointment
• expressing gratitude
• expressing and asking about interest or lack of it
• expressing surprise or lack of it
• expressing and asking about fear, anxiety
• giving reassurance
• expressing regret, sympathy, condolence
• expressing fellow-feeling, empathy
• expressing and asking about pain, anguish, suffering
• expressing relief
• expressing indifference
• expressing fatigue, resignation
• offering and accepting an apology
• granting forgiveness
• expressing and asking about approval, appreciation or disapproval
• expressing moral obligation
• expressing regret
• accepting, attaching or denying blame for something
Making things happen

• responding to a request
• requesting something, or requesting someone to do something
• inviting someone to do something
• accepting or declining an offer or invitation
• giving instructions or orders
• giving and asking for advice
• responding to or rejecting advice, with reasons
• warning others to be careful or to stop doing something
• offering and requesting assistance

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 • insisting politely
• persuading someone to do something
• suggesting a course of action
• asking for, responding to, agreeing to or rejecting suggestions with reason/alternative
• making and agreeing plans and arrangements
• encouraging someone to do something
• reaching a compromise
• prohibiting someone from doing something
• making a complaint
• refusing to do something, expressing defiance
• pleading with someone to do something
Social contact

• getting someone’s attention

• greeting people and responding to greetings
• expressing thanks
• addressing somebody
• making and responding to formal and informal introductions
• opening, closing a formal or informal conversation
• congratulating someone
• praising someone
• paying someone a compliment
• asking someone’s opinion
• making someone feel welcome
• giving and responding to constructive criticism
• indicating lack of understanding
• giving and asking for clarification, explanation or definition of something
• confirming one’s own or another’s understanding
• asking someone to repeat all or part of something
• asking someone to speak more slowly
• asking for help in finding words or phrases
• asking for and giving the spelling and meaning of words
• counting and using numbers
• asking for and telling people the time, day, date
• interrupting politely
• objecting, protesting

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 • exemplifying or emphasising a point
• classifying, generalising, defining something
• encouraging another speaker to continue
• indicating a wish to continue or finish speaking
• summing up
• taking leave
• observing telephone conventions
• observing letter-writing conventions

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2.6 Mastery level – C2

Listening

The candidate will be able to:

• understand virtually everything spoken even when delivery is fast

• follow short conversations both formal and informal in a comprehensive range of situations,
understanding gist, context, purpose, function and recognising subtly expressed attitudes,
feelings and opinions
• understand sophisticated narratives, sequences, explanations and subtle arguments
• recognise the function of short utterances which may contain idiomatic/colloquial English
(see Grammar and Functions sections)
• follow a discussion which may be academic or professional to identify gist, detail, purposes
and key ideas and distinguish between fact and opinion
• extract and reproduce key information from announcements, media broadcasts,
presentations and lectures on abstract and concrete topics of general, academic and
professional interest
• follow a complex argument even when it is not clearly structured.
Phonological features

The candidate will be able to:

• consistently recognise how subtle changes of intonation, pitch and/or stress affect meaning
• consistently recognise subtle expressions of feelings, moods, attitudes, important points and
opinions expressed through stress, pitch and intonation.
Range

The candidate will be able to:

• understand ideas, arguments and descriptions regardless of their structure and considerable
complexity
• understand a very wide range of vocabulary including terms used in academic and
professional discourse.
Register

The candidate will be able to:

• consistently recognise degrees of subtle distinction used by speakers in different types of

utterances.
Understanding gist

The candidate will be able to:

• consistently understand the main ideas of complex extended discourse even when the topic
is unfamiliar.

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Understanding detail

The candidate will be able to:

• consistently extract most points of detail from extended discourse even when the topic is
unfamiliar.
Reading

The candidate will be able to:

• understand with ease virtually all types of authentic written texts of different purposes/style
and those dense in complex structures
• understand the main ideas of all forms of written language, including lengthy abstract,
structurally or linguistically complex texts or highly idiomatic, literary and non-literary
writing on a wide range of professional, academic and social topics
• gather specific information from different parts of a text or from different texts
• understand descriptions and narratives in which language is used to create different
sophisticated and subtle effects
• understand lengthy texts containing complex instructions or explanations on specialist
subjects
• understand texts concerned with contemporary issues in which the writers adopt particular
viewpoints, identifying finer points of attitude and implied opinions, and follow complex
lines of reasoning.
Range

The candidate will be able to:

• understand a wide range of texts, hardly ever being impeded by any lexical features
• understands almost all grammatical structures and features.
Register

The candidate will be able to:

• understand subtleties in the use of register across a wide range of situations even those
involving tact and diplomacy.
Text structure

The candidate will be able to:

• recognise how textual features are used to achieve purposes in texts including those
containing images, graphical and tabular data
• understand the different ways in which meaning is built up in abstract, structurally or
linguistically complex texts
• understand a full range of discourse markers adapted to context and register.

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Speaking

The candidate will be able to:

• display a comprehensive and reliable mastery of the language with no sign of having to
restrict what is said
• communicate personal information, feelings, ideas and opinions on a very wide range of
topics including contemporary issues
• communicate in all situations using a very wide range of language functions
• engage in discussion to express and elicit opinion, defend and justify opinions when
challenged, persuade someone to a point of view, try to reach agreement or perform a
specific task
• provide sophisticated explanations, descriptions, narratives, account for or report on a
complex subject, convey subtleties of meaning, integrate sub-themes and come to an
appropriate conclusion.
Pronunciation

The candidate will be able to:

• articulate correctly and use stress and intonation patterns naturally to highlight, emphasise,
and modify meaning.
Accuracy

The candidate will be able to:

• maintain consistent grammatical control of complex language.

Range

The candidate will be able to:

• display a good command of idiomatic expressions and colloquialisms with awareness of

connotative levels of meaning, conveying subtleties by using a wide range of modification
devices.
Register

The candidate will be able to:

• adjust register appropriately across a range of situations unhampered by linguistic

limitations.

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Fluency

The candidate will be able to:

• produce clearly flowing, well-structured speech with an effective logical management of the
discourse, highlighting significant points
• produce coherent and cohesive discourse using a variety of organisational patterns, a wide
range of connectors and other cohesive devices and backtracking and reformulating
seamlessly.
• interact skilfully and confidently with fully natural turn taking, referencing and allusion
making.
Writing

The candidate will be able to:

• write well-structured texts on complex or abstract subjects
• write clear, smoothly flowing, complex formal letters, reports or articles in styles fully
appropriate to purpose and target readership
• describe or narrate in an assured natural manner consistently maintaining the style
appropriate to purpose
• develop cogent and smoothly flowing arguments
• use all punctuation marks accurately and effectively
• spell correctly words used in more specialised contexts such as business, academic and
international affairs
• maintain consistent control of complex grammatical structures
• use a very wide range of vocabulary demonstrating ability to distinguish between finer
shades of meaning
• use idioms appropriately and naturally
• use a full range of structures to achieve different styles and purposes
• consistently use appropriate register in a wide range of contexts including those requiring
sensitive and tactful responses
• use a range of linguistic devices to create coherent and cohesive writing
• structure texts logically using linguistic markers to enable the reader to understand
significant points.

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Topics – Mastery Level – C2
PERSONAL IDENTIFICATION FREE TIME, ENTERTAINMENT

• personal details • leisure, hobbies and interests

• occupation • TV, radio, cinema, theatre
• family • computer, internet
• likes and dislikes • intellectual/artistic pursuits
• physical appearance • sports
• first language • press
• character • music
• image • photography
• personal learning style • the written word (reading, letter-
HOUSE, HOME AND LOCAL AREA writing, diaries etc.)
• exhibitions, museums
• types of accommodation
• leisure/work ratio
• interior design
• the social importance of leisure
• local & regional services/amenities
TRAVEL
• regional geographical features
• national flora and fauna • public & private transport

• region-specific phenomena • traffic & traffic control

• demographics • ‘green’ travel

DAILY LIFE • holidays

• accommodation
• at home
• entering and leaving a country
• at work
• common currency, e.g. the euro
• income
• migration
• prospects
• travel restrictions & border controls
• stress
RELATIONS WITH OTHER PEOPLE
• money management
• life plans • family relationships
• friendship
• manners
• social conventions
• anti-social behaviour
• tolerance & respect

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SHOPPING PLACES & LOCATION

• shopping facilities • satellite navigation systems

• foodstuffs • World Heritage sites
• clothes, fashion • locating motorways and airports
• household articles • protecting open spaces
• prices • how geography affects people
• ethical shopping • alternative places to live, e.g.
underwater, on Mars
• retail therapy
• living in hostile environments
• consumerism
LANGUAGE
FOOD AND DRINK
• foreign language ability
• eating habits
• accents and dialects
• sourcing food locally
• preserving minority languages
• fast food
• bilingualism
• organic food
• universal languages, e.g. Esperanto
• year-round availability
• body language
• diets
• language and culture
• food fashions
WEATHER
• genetically modified food
• cookery • climate and weather

SERVICES • weather forecast

• climate change
• communications
• extreme weather
• financial services
• weather and mood
• emergency services
• effect of weather on lifestyle
• leisure facilities
MEASURES AND SHAPES
• care for the elderly
• IT in the community • statistics

• diplomatic services • importance of maths in everyday life

• employment agencies • design

• goverment

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EDUCATION SCIENCE & TECHNOLOGY

• schooling • scientific development

• subjects • space exploration

• qualifications and examinations • power of the computer

• education systems • important inventions

• teaching and learning • genetic modification

• knowledge versus skills • ethics

• a basic human right • animal testing

THE ENVIRONMENT • the limits of human endeavour

SOCIETY
• recycling
• pollution • individual rights

• global warming • family life

• endangered species • parental responsibilities

• future of the planet • social responsibilities

• individual’s/society’s responsibilities • equal opportunities

BELIEFS • human rights

• citizenship
• the paranormal & supernatural
• the global village
• superstitions
• world events
• unexplained phenomena, e.g. UFOs,
coincidences etc. • world economy

ARTS

• modern art, theatre, architecture

• classical art, theatre, architecture
• literature
• popular culture
• youth culture

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Functions – Mastery Level – C2
(See Topics list for contexts)

Personal environment

• asking for and giving personal information

• describing where one lives (accommodation, area, etc.)
• asking and answering questions for confirmation, information, identification
• describing people, places, things
• correcting information
• explaining routines
• narrating and describing past, present and future events
• comparing things, people
• reporting facts, actions
• stating facts, actions
• giving descriptions and specifications
Expressing thoughts, feelings and attitudes

• expressing and asking about agreement or disagreement

• denying something
• expressing agreement reluctantly or with reservations
• conceding, demurring
• expressing views and feelings with reasons
• asserting and asking about knowledge or ignorance of something or someone
• stating whether a person, thing or action is remembered or forgotten
• enquiring of someone else whether a person, thing or action is remembered or forgotten
• stating and asking about degrees of probability
• expressing, denying or asking about necessity (including logical deduction)
• stating and asking about one’s certainty or uncertainty of something
• reminding someone to do something
• expressing doubt, incredulity, bewilderment
• hypothesising
• speculating
• stating and asking about one’s ability or inability to do something
• stating and enquiring about one’s obligation (or lack of) to do something
• seeking, granting or denying permission
• stating and asking about the permissibility of doing something

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 • expressing and asking about wishes, hopes, expectations
• expressing and asking about wants, desires, needs
• stating and asking about intention
• stating, responding to and asking about preference
• expressing and asking about likes and dislikes, with reasons
• expressing and asking about (dis)pleasure, (un)happiness
• expressing and asking about satisfaction or dissatisfaction
• expressing disappointment
• expressing gratitude
• expressing and asking about interest or lack of it
• expressing surprise or lack of it
• expressing and asking about fear, anxiety
• giving reassurance
• expressing regret, sympathy, condolence
• expressing fellow-feeling, empathy
• expressing and asking about pain, anguish, suffering
• expressing relief
• expressing indifference
• expressing fatigue, resignation
• offering and accepting an apology
• granting forgiveness
• expressing and asking about approval, appreciation or disapproval
• expressing moral obligation
• expressing regret
• accepting, attaching or denying blame for something
Making things happen

• responding to a request
• requesting something, or requesting someone to do something
• inviting someone to do something
• accepting or declining an offer or invitation
• giving instructions or orders
• giving and asking for advice
• responding to or rejecting advice, with reasons
• warning others to be careful or to stop doing something
• offering and requesting assistance

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 • insisting politely
• persuading someone to do something
• suggesting a course of action
• asking for, responding to, agreeing to or rejecting suggestions with reason/alternative
• making and agreeing plans and arrangements
• encouraging someone to do something
• reaching a compromise
• negotiating a result
• prohibiting someone from doing something
• making a complaint
• refusing to do something, expressing defiance
• pleading with someone to do something
Social contact

• getting someone’s attention

• greeting people and responding to greetings
• expressing thanks
• addressing somebody
• making and responding to formal and informal introductions
• opening, closing a formal or informal conversation
• congratulating someone
• praising someone
• paying someone a compliment
• asking someone’s opinion
• making someone feel welcome
• giving and responding to constructive criticism
• indicating lack of understanding
• giving and asking for clarification, explanation or definition of something
• confirming one’s own or another’s understanding
• asking someone to repeat all or part of something
• asking someone to speak more slowly
• asking for help in finding words or phrases
• asking for and giving the spelling and meaning of words
• counting and using numbers
• asking for and telling people the time, day, date
• interrupting politely

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 • objecting, protesting
• exemplifying or emphasising a point
• classifying, generalising, defining something
• encouraging another speaker to continue
• indicating a wish to continue or finish speaking
• summing up
• taking leave
• observing telephone conventions
• observing letter-writing conventions

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2.7 Grammar

Grammar – Preliminary (A1), Access (A2) and Achiever (B1) levels

Candidates may be exposed to the grammar required for the level above but will not be tested on it.

Preliminary Access Achiever

as Preliminary and in addition as Access and in addition

Simple • word order in simple statements: • There was/were • There has/have been
sentences
subject-verb-object/adverb/ • There will be/there is going to be
adjective/prepositional phrase
• word order in instructions
• word order in questions
• There is/are + noun

Compound • use of conjunctions and/but/or

sentences
• word order:
subject-verb-(object)
(+and/but/or) + subject-verb-(object)

Complex • clauses of: • word order in complex sentences

sentences
time with when, before, after • complex sentences with one
subordinate clause
reason because, result so
• defining relative clauses with who,
• noun clause with that
which, that
• clause as subject/object

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Verb forms

• Preliminary • Access • Achiever

as Preliminary and in addition as Access and in addition

Verb Present reference: Present reference: Present/Past reference:

forms
• simple present tense of be/have/do and • simple present with no time focus • Present perfect with
common regular verbs since/for/ever/never, yet/already, just
• present continuous to express continuity
• present continuous of common verbs
Past reference:
Past reference:
• Have got
• used to for regular actions in the
• past tense of regular and common
past
Other: irregular verbs with time markers
• past continuous
• Yes/no questions
Future reference:
• Question words: Future reference:
• NP + be going to¸ present continuous and
who/what/where/when/how much/how time markers • Future simple verb forms, NP + will
many/how old
Other: Other:
• Auxiliary ‘do’ for questions and
negatives (positive questions only) • limited range of common verbs -ing form, • Zero and 1st conditional
such as like, go
• Short answers such as yes he does, no I • Range of verbs + -ing forms
haven’t • verb + to + infinitive, such as want, hope
• to + infinitive to express purpose
• imperatives and negative imperatives • very common phrasal verbs such as get up,
• common phrasal verbs and position
get off
• contracted forms appropriate to this level of object pronouns, such as I looked
• questions such as what time, how often, it up
• let’s + infinitive for suggestion
why, which
• simple reported/embedded
• simple question tags using all the verb statements and questions
forms at this level
• question tags using all verbs
• contracted forms appropriate to this level appropriate at this level
• contracted forms appropriate to this
level

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Modals, nouns, pronouns, possessives, prepositions

• Preliminary • Access • Achiever

as Preliminary and in addition as Access and in addition

Modals Present reference: Modals and forms with similar meaning: Modals and forms with similar meaning:
• can, can’t (ability/inability, permission) • must (obligation) • should (obligation, advice)
and would like (request)
• mustn’t (prohibition) • might, may, will, probably (possibility
• not negative questions and probability in the future)
• have to, had got to (need)
• would/should (advice)
• can, could (requests)
• need to (obligation)
• couldn’t (impossibility)
• needn’t (lack of obligation)
• may (permission)
• will definitely (certainty in the future)
• single modal adverbs: possibly, probably,
perhaps • may I (asking for permission)
• I’d rather (stating preference)

Nouns • regular and common irregular plural • countable and uncountable nouns • noun phrases with pre- and post-
forms modification such as fair-haired
• simple noun phrases people with sensitive skin
• very common uncountable nouns
• cardinal numbers up to 100 and
• all cardinal numbers
• cardinal numbers 1-31 multiples of 100

Pronouns • personal - subject • object, reflexive

Possessives • possessive adjectives such as my, your, • possessive pronouns such as mine, yours,
his, her, its, our, their whose
• use of ‘s, s’

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 • Preliminary • Access • Achiever

as Preliminary and in addition as Access and in addition

Prepositions • common prepositions such as at, in, on, • prepositions of place, time and • wide range of prepositions, such as
and under, next to, between, near, to, from movement, such as before, after, beyond, above, beneath, below
prepositional towards, up, down, along, across, in front
phrases • prepositional phrases of place, time and • prepositional phrases such as in her
of, behind, opposite
movement, such as at home, on the left, twenties, of average height, in the top
on Monday, at six o’clock • prepositional phrases of place and time, right-hand corner
such as after dinner, before tea

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Articles, determiners, adjectives, adverbs, intensifiers

• Preliminary • Access • Achiever

as Preliminary and in addition as Access and in addition

Articles • Definite, indefinite • definite article • definite article with post-

modification, such as the present
• zero article with uncountable nouns
you gave me
• definite article with superlatives • use of indefinite article in
definitions, such as an architect is
a person who designs buildings

Determiners • any, some, a lot of • all, none, not (any), enough, (a) few, (a) little, • a range of determiners, e.g. all
many, more, most, much, no the, most, both

Adjectives • common adjectives in front of a noun • order of adjectives • adjectives ending –ed + - ing such
as tired and tiring
• demonstrative adjectives this, that, • comparative, superlative, regular and
these, those common irregular forms • comparative structures, e.g.
as……as, is the same as, not
• ordinal numbers 1-31 • use of than
so…..as…, looks like/is like
• ordinal numbers up to 100 and multiples of
• all ordinal numbers
100

Adverbs • simple adverbs of place, manner and • simple adverbs and adverbial phrases: • more complex adverbial phrases
time, such as here, slowly, now sequencing, time and place, frequency, of time, place, frequency,
manner manner, e.g. as soon as possible
• position of adverbs and word order of
adverbial phrases

Intensifiers • very, really • quite, so, a bit • a range of intensifiers such as

too, enough

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Punctuation and spelling

• Preliminary • Access • Achiever

as Preliminary and in addition as Access and in addition

Punctuation • use of capital letters and full stops • use of question marks, exclamation • use of punctuation in formal and
marks, use of comma in lists informal texts, such as dashes,
brackets, bullet points, speech
marks

Spelling • the correct spelling of personal keywords • the correct spelling of most personal • the correct spelling of common
and familiar words details and familiar common words words and key words relating to
own work, leisure and study
interests

Discourse • sentence connectives: then, next • adverbs to indicate sequence (first, • markers to indicate addition
finally) (also), sequence (in the first
place), contrast (on the other
• use of substitution (I think so, I hope so)
hand)
• markers to structure spoken discourse
• markers to structure spoken
(Right, well, OK)
discourse, (anyway, by the way)
• use of ellipsis in informal
situations (got to go)
• use of vague language (I think,
you know)

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Grammar – Communicator (B2), Expert (C1), Mastery (C2) levels

Candidates may be exposed to the grammar required for the level above but will not be tested on it.

• Communicator • Expert • Mastery

as Achiever and in addition as Communicator and in addition as Expert and in addition

Simple, • word order in sentences with more than one • word order in complex sentences, including • full range of
compound and subordinate clause order selected for emphasis conjunctions
complex
sentences • there had been • there could be/would be/should be
with • use of common conjunctions expressing • could have/would have/should have
subordinate contrast, purpose, consequence, condition,
clauses • wider range of conjunctions including on
concession
condition that, provided that
• non-defining relative clauses
• comparative clauses
• defining relative clauses with where, whose,
• more complex participial clauses describing
when
action with -ed
• defining relative clauses without relative
pronouns
• participle clauses describing action with -ing

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Verb forms

• Communicator • Expert • Mastery

as Achiever and in addition as Communicator and in addition as Expert and in addition

Verb forms Present/Past reference: • all verb forms active and passive
• present perfect continuous
Other:
Past reference: • would expressing habit in the past
• past perfect • mixed conditionals
• reported speech with full range of tenses and
introductory verbs
Other:
• extended phrasal verbs such as get round to,
• simple passive
carry on with
• use of 2nd and 3rd conditional
• question tags using all tenses
• verbs + (object) + gerund or infinitive such as
• imperative + question tag
would like someone to do something, + suggest
doing something • contracted forms appropriate to this level
• causative use of have and get
• reported speech with a range of tenses
• wider range of phrasal verbs such as give up,
put up with
• reported requests and instructions
• question tags using tenses appropriate to this
level

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Modals, nouns, prepositions

• Communicator • Expert • Mastery

as Achiever and in addition as Communicator and in addition as Expert and in addition

Modals • ought to (obligation) • should have/might have/may have/could

have/must have and negative forms of these
• negative of need and have to to express absence
of obligation • can’t have, needn’t have
• must/can’t (deduction)

Nouns • wider range of noun phrases with pre- and post- • extended range of complex noun phrases
modification
• word order of determiners, e.g. all my books

Prepositions • wider range of prepositions including despite, in • preposition + having + past participle such as
and spite of having eaten
prepositional
phrases • collocations of verbs/nouns + prepositions such
as point at, have an interest in
• preposition + -ing form such as after leaving

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Articles, determiners, adjectives, adverbs, intensifiers

• Communicator • Expert • Mastery

as Achiever and in addition as Communicator and in addition as Expert and in addition

Articles • definite, indefinite and zero article with both

countable and uncountable nouns in a range of
uses

Adjectives • comparisons with fewer and less

• collocation of adjective + preposition such as
responsible for

Adverbs • adverbial phrases of degree, extent, probability

• comparative and superlative of adverbs

Intensifiers • wide range such as extremely, much, too • collocation of intensifiers with absolute and
relative adjectives such as absolutely
gorgeous, very pretty

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Punctuation and spelling

• Communicator • Expert • Mastery

as Achiever and in addition as Communicator and in addition as Expert and in addition

Punctuation • multiple uses of commas • accurate use of all punctuation

• use of apostrophes for possession and
omission
• use of other punctuation to enhance meaning

Spelling • the correct spelling of words used in work, • the correct spelling of words used in work, • the correct spelling of
studies and daily life studies and daily life including familiar words used in more
technical words specialized contexts
(such as business,
academia, international
affairs)

Discourse • a range of discourse markers expressing • a range of logical markers (in this respect, • a full range of discourse
addition, cause and effect, contrast (however), accordingly) markers adapted to
sequence and time (at a later date) context and register
• sequence markers (subsequently)
• markers to structure spoken discourse (as I was
• a wider range of discourse markers to
saying)
structure formal and informal speech (can
• use of ellipsis in informal speech and writing we now turn to)
(sounds good)

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3 Overview of assessment
LanguageCert’s General and Academic tests measure all four skills: listening, reading, writing, and
speaking. Both report performance across a range of CEFR levels and score against the LanguageCert
Global Scale (from 0 to 100).

All Examiners are approved by LanguageCert and undergo rigorous and frequent training and
standardisation, to ensure that grades are awarded strictly in accordance with CEFR levels and
LanguageCert examination requirements.

LanguageCert Academic and LanguageCert General are directly calibrated to the levels of the
Common European Framework of Reference produced by the Council of Europe. The Global Scale
links to the LID scale and thereby the CEFR levels. In turn, this means that performance on
LanguageCert tests is directly comparable to exams by other English language testing organisations.
The Global Scale reports against the CEFR levels as shown in the following table:

LanguageCert LanguageCert LanguageCert

CEFR
Global Scale General Academic

90 - 100 C2 90+

75 - 89 C1 75+ 75 - 89

60 - 74 B2 60 - 74 60 - 74

40 - 59 B1 40 - 59 40 - 59

20 - 39 A2 20 - 39

10 - 19 A1

0- 9 Below A1

Results are reported for performance in each skill and overall. Therefore, a candidate is not only
described as having, for example, 'B2 ability', but a more precise level of detail is provided via scores
on the LanguageCert Global Scale.

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Listening and Reading

• Responses in the Reading and Listening tests are automatically marked by computer.
Writing

• The Writing tasks are marked against criteria aligned to the descriptors of the CEFR. These
criteria are Task Achievement, Accuracy and Range of Grammar, Accuracy and Range of
Vocabulary and Organisation (Coherence).
• Candidate performance is marked on each criterion. 0–8 marks are awarded by examiners on each
criterion for each Task. Task 1 is then weighted to 40% of the total marks for Writing, and Task 2
is weighted to 60% of the total marks for Writing.
• Candidates do not receive any credit for off-topic responses.

Criteria Description

A measure of how far the candidate has achieved/addressed the task

Task Achievement
and whether or not the candidate has done what was asked.

Accuracy and Range of A measure of the range, appropriacy and accuracy of grammar.
Grammar

Accuracy and Range of A measure of the range, accuracy and appropriacy of vocabulary as well
Vocabulary as spelling accuracy.

Organisation A measure of how coherently ideas are linked together in the text and
(Coherence) how accurate the punctuation is.

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Speaking

• The speaking test measures performance against the following five criteria: Task Fulfilment and
Communicative Effect; Coherence; Accuracy and Range of Grammar; Accuracy and Range of
Vocabulary; Pronunciation, Intonation and Fluency.

Criteria Description

Task Fulfilment and A measure of the ability to manage the tasks adequately for the level
Communicative Effect and link the utterances into coherent speech.

A measure of the ability to provide coherent responses, particularly

Coherence
over extended speech, and the linking of ideas and contributions.

Accuracy and Range of A measure of the ability to vary and demonstrate control of
Grammar grammatical structures as appropriate to the task.

Accuracy and Range of A measure of the ability to vary and demonstrate control of lexis and
Vocabulary register as appropriate to the task.

A measure of the ability to produce the sounds of English in order to be

Pronunciation,
understood with appropriate stress and intonation and maintain the
Intonation and Fluency
flow of speech.

• Each of the four parts of the speaking examination is given equal importance.
• Candidates are awarded a mark from 0–8 for each of the five criteria, The criterion Task
Fulfilment and Communicative Effect is double-weighted, and therefore the maximum raw marks
a candidate can be awarded is 48. The exam is delivered in person at a distance by the
interlocutor. All tests are recorded. The interlocutor awards the marks for Task Fulfilment and
Communicative Effect in real time. The other examiner listens to the exam recording and awards
marks for the other criteria.

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4 Access arrangements
Access arrangements are reasonable adjustments, and a reasonable adjustment must be applied for
using the LanguageCert Reasonable Adjustment and Special Considerations Policy.
Access arrangements allow candidates with learning difficulties, disabilities or temporary injuries to
show what they know and can do without changing the demands of the assessment. Examples
include: a reader to read the questions and a scribe to write the answers.

Access arrangements are agreed before an assessment. For some arrangements, including readers
and scribes, centres must apply to LanguageCert for permission before the examination. Please refer
to the LanguageCert Reasonable Adjustment and Special Considerations Policy for the specific
timeframes to apply for permission.

For information on arrangements not listed here, please contact LanguageCert. Specific contact
details can be located in the LanguageCert “Contact us Guide”.

Both the LanguageCert General and LanguageCert Academic examinations assess the candidate’s
ability to listen, read, write and speak in English. As a result, some access arrangements cannot be
permitted. Examples are given in the table below.

Access
Definition Listening Reading Writing Speaking
Arrangement
Extra Time Yes Yes Yes Yes
Someone who reads the
Reader questions to the Yes No Yes N/A
candidate
Someone who writes
Scribe down the candidate’s Yes Yes Yes N/A
dictated answers
Braille or A range of formats are
Modified available, including large Yes Yes Yes Yes
question papers print
Someone who helps with
Practical
practical tasks not related Yes Yes Yes Yes
Assistant
to the test
The candidate must
Supervised rest
remain under exam Yes Yes Yes Yes
breaks
conditions
Signing for the
Sign Language
To sign the questions recording is No No No
Interpreter
not permitted
Where the candidate’s
Transcript Yes Yes Yes N/A
handwriting is illegible
A transcript of the
Live speaker recording can be Yes N/A N/A N/A
requested
Computer or similar
Word processor Yes Yes Yes N/A
device to record answers

Exemptions

Exemptions can only be considered as a last resort. For more information, please contact
LanguageCert.

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5 Appendiχ: Sample Certificate and Test Report

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