Elementary T1 T2

• Can understand and use basic everyday phrases; can introduce themselves and ask and answer questions about personal details;
• can interact with a co-operative partner; has a very basic repertoire of words and phrases;
• can demonstrate only very limited grammatical control;
• can mange only very short utterances, but is dependent on repetition and rephrasing from partner.

Pre – Intermediate

• Can understand sentences and frequently used expressions related to immediately relevant areas;
• can communicate in simple and routine tasks, requiring a simple exchange of information on familiar and routine matters;
• can describe in simple terms aspects of their background, immediate environment and matters of personal interest;
• can use basic sentence patterns with memorised phrases;
• can use simple structures correctly, but makes systematic basic errors;
• can make themselves understood in short turns, despite long breaks or pauses;
• can respond to questions but is rarely able to keep conversation going by themselves;
• can link ideas together in a simple way.

Intermediate 2

• Can understand the main points of clear standard input on familiar matters encountered at school, work, leisure, etc;
• can deal with most situations likely to arise while traveling;
• can produce simple connected texts on familiar topics;
• can describe experiences and events, plans, hopes and ambitions;
• can briefly give reasons and explanations for opinions and plans;
• has enough language to get by in everyday situations;
• can express themselves reasonably accurately;
• can initiate and deal with familiar everyday interactions;
• can link ideas into connected linear sequences.

FCE

• Can understand the main ideas of a complex text on both concrete and abstract topics, including technical discussions in their own field of specialisation;
• can interact with a degree of fluency and spontaneity that makes interaction with native speakers possible without strain for either party;
• can produce a clear detailed text on a wide range of subjects;
• can explain a viewpoint giving the advantages and disadvantages of various options;
• can give clear descriptions;
• can express viewpoints without conspicuous hesitation, sometimes using complex forms;
• does not make errors which cause misunderstanding and can correct most of their own errors;
• can speak reasonably fluently, with few noticeably long pauses;
• can initiate discourse, take turns;
• can help discussion, confirming comprehension, inviting contributions, etc;
• can use a limited number of cohesive devices to give their spoken and written contributions coherence.

Advanced 2

• Can understand a wide range of demanding, longer texts, and recognise implicit meaning;
• can express themselves fluently and spontaneously with much obvious searching for expressions;
• can use language flexibly, for social, academic and professional purposes;
• can produce clear, well-structured, detailed texts, on complex subjects, showing controlled use of organisational patterns and cohesive devices;
• has a good command of a broad range of language allowing themselves to express themselves clearly and appropriately;
• can consistently maintain a high level of grammatical accuracy;
• can interact skillfully by selecting a suitable phrase from a range of discourse in order to contribute appropriately.

• Can understand with ease virtually everything heard or read;
• can summarise information from different spoken or written sources; reconstructing arguments and accounts in a coherent presentation;
• can express themselves spontaneously, fluently and precisely, differentiating finer shades of meaning, even in more complex situations;
• can show great flexibility in differing linguistic forms;
• has a good command of idiomatic expressions and colloquialisms;
• can maintain constant grammatical control;
• can interact with ease and skill, with natural referencing, turn-taking, etc
• can use a full variety of organisational patterns and cohesive devices.