Understanding CEFR Levels in English Language

What are CEFR Levels?

The Common European Framework of Reference for Languages (CEFR) is a widely recognized guideline used to describe the language proficiency levels of individuals learning a foreign language. It provides a common framework that allows learners, teachers, employers, and educational institutions across Europe to assess and compare language skills consistently.

The CEFR divides language proficiency into six levels:

A1 (Beginner Level),

A2 (Elementary Level),

B1 (Pre-Intermediate Level),

B2 (Intermediate Level),

C1 (Upper Intermediate Level),

C2 (Advance Level)

Each level represents a specific set of skills and abilities that a learner should possess in reading, writing, speaking, and listening in a particular language. The levels progress from beginner (A1) to proficient (C2).

The framework also outlines descriptors for each level, which provide more detailed information about what learners can do at each stage. These descriptors cover various language aspects, such as grammar, vocabulary, pronunciation, and functional language use.

Here is a description of various language aspects, such as grammar, vocabulary, pronunciation, and functional language use for every level

 A1 Or Beginner Level:

The A1 English level, as per the Common European Framework of Reference for Languages (CEFR), signifies the beginner level of proficiency. At this stage, learners demonstrate limited knowledge of grammar, vocabulary, and functional language use in listening, writing, and reading.

In terms of grammar, A1 learners grasp basic sentence structures, subject pronouns (I, you, he/she), object pronouns (me, you, him/her), and the present tense of the verb 'be'. Vocabulary acquisition at this level focuses on everyday topics such as personal information, family, hobbies, daily activities, and common objects.

In listening, A1 learners can comprehend and respond to simple, spoken instructions and familiar phrases. They understand basic greetings and introductions. Writing skills involve forming simple sentences, such as describing personal information or writing short messages. Reading skills enable learners to comprehend simple signs, short texts, or basic descriptions.

The IELTS band equivalency for A1 level is typically 1-2, suggesting a limited ability to use and understand English. The PTE score equivalency is generally 10-20, reflecting a basic understanding of the language with restricted vocabulary and grammar usage.

 A2 Or Elementary Level:

At this stage, learners demonstrate an expanded knowledge of grammar, vocabulary, and functional language use in listening, writing, and reading.

In terms of grammar, A2 learners progress to more complex structures such as past tenses, future tenses, modal verbs, and conditional sentences. They can form more intricate sentences and express ideas with greater accuracy. Vocabulary acquisition expands to include topics such as work, travel, health, and emotions, allowing for more varied conversations and discussions.

 In listening, A2 learners can comprehend and respond to longer and more detailed spoken dialogues, announcements, and conversations on familiar topics. Writing skills involve constructing coherent paragraphs and expressing ideas in a structured manner, such as writing personal letters or short descriptions. Reading skills develop to the point where learners can understand texts with more complex vocabulary and sentence structures.

The IELTS band equivalency for A2 level is typically 3-4, indicating a limited ability to communicate in English with some errors and a reliance on familiar language. The PTE score equivalency is generally 30-40, signifying a basic understanding of the language with expanded vocabulary and improved grammar usage.

 B1 Or Pre-Intermediate Level:

In terms of grammar, B1 learners have a good command of verb tenses, including past, present, and future, as well as modal verbs and conditional sentences. They can construct more complex sentences and express ideas with increasing accuracy. Vocabulary acquisition expands to cover a wider range of topics, enabling learners to discuss various subjects and express themselves more precisely.

In listening, B1 learners can comprehend longer spoken texts, conversations, and presentations on familiar topics. They develop the ability to understand different accents and respond appropriately. Writing skills involve composing coherent paragraphs, expressing opinions, and writing formal and informal letters or emails. Reading skills progress to the point where learners can understand more complex texts, extract main ideas, and grasp nuances.

The IELTS band equivalency for B1 level is typically 4.5-5, indicating a moderate ability to use English in everyday situations with some errors. The PTE score equivalency is generally 36-42, reflecting a moderate understanding of the language with expanded vocabulary and improved grammar usage.

 B2 Or Intermediate Level:

The B2 English level, as defined by CEFR, signifies the intermediate level of proficiency. At this stage, learners exhibit a strong grasp of grammar, vocabulary, and functional language use in listening, writing, and reading.

Regarding grammar, B2 learners demonstrate proficiency in a wide range of tenses, including perfect and continuous forms, as well as complex sentence structures. They can convey ideas with precision and accuracy. Vocabulary acquisition expands to encompass more specialized topics, enabling learners to engage in in-depth discussions and express themselves fluently.

In listening, B2 learners can comprehend extended spoken texts, lectures, and conversations on various subjects. They possess the ability to understand different accents and follow complex arguments. Writing skills involve crafting well-structured essays, reports, and formal letters, showcasing coherent and cohesive ideas. Reading skills progress to the point where learners can comprehend demanding texts, infer implicit meanings, and analyze content critically.

The IELTS band equivalency for B2 level is typically 5.5-6.5, suggesting a competent ability to use English in professional and academic settings with few errors. The PTE score equivalency is generally 51-58, indicating a proficient understanding of the language with a broad vocabulary range and advanced grammar usage.

 C1 Or Upper Intermediate Level:

The C1 English level, according to the Common European Framework of Reference for Languages (CEFR), represents the advanced level of proficiency. At this stage, learners exhibit a high level of mastery in grammar, vocabulary, and functional language use in listening, writing, and reading.

In terms of grammar, C1 learners demonstrate a comprehensive understanding of complex sentence structures, including subordinate clauses, reported speech, and a variety of verb forms. They can express ideas with precision, nuance, and grammatical accuracy. Vocabulary acquisition expands to encompass a wide range of topics, allowing learners to express themselves eloquently and engage in sophisticated discussions.

In listening, C1 learners can comprehend extended and challenging spoken texts, including lectures, presentations, and debates. They possess excellent listening skills, enabling them to understand subtleties, inference, and various accents. Writing skills involve producing coherent and well-organized essays, reports, and formal letters, showcasing advanced language use. Reading skills progress to the point where learners can comprehend complex and specialized texts, analyze arguments, and extract detailed information.

The IELTS band equivalency for C1 level is typically 7-8, indicating an advanced ability to use English fluently and accurately in academic and professional contexts. The PTE score equivalency is generally 65-86, signifying a high level of understanding with sophisticated vocabulary and advanced grammar usage.

C2 Or Advance English Level:

The C2 English level, according to the Common European Framework of Reference for Languages (CEFR), represents the proficiency level known as Mastery or Proficiency. At this stage, learners have attained the highest level of English language proficiency.

In terms of grammar, C2 learners exhibit a near-native command of the language. They have a deep understanding of complex grammatical structures, including advanced tenses, conditionals, modals, and subtle nuances of syntax. They can effortlessly express themselves with accuracy and fluency.

Vocabulary acquisition at the C2 level is extensive, allowing learners to convey ideas with precision and sophistication. They have a wide range of specialized vocabulary across various domains and can adapt their language use to different contexts.

In listening, C2 learners can comprehend and follow complex, lengthy, and demanding spoken texts, including academic lectures, debates, and presentations. They can understand idiomatic expressions and subtle nuances of meaning.

Writing skills at the C2 level enable learners to produce well-structured, coherent, and stylistically advanced essays, reports, and academic papers.

Reading skills at this level encompass the ability to understand complex texts, including abstract and specialized topics, and extract detailed information and underlying meanings.

The IELTS band equivalency for C2 level is typically 8.5-9, indicating an exceptional ability to use English fluently and accurately in academic and professional contexts. The PTE score equivalency is generally 86-90, signifying a highly proficient understanding of the language with sophisticated vocabulary and advanced grammar usage.

 Why CEFR is Used:

The CEFR is widely used in language education and assessment, including language proficiency exams and curriculum development. It helps learners set clear goals, track their progress, and communicate their language abilities effectively to employers, educational institutions, and other stakeholders across different European countries.

Here is a table of grammar contents for all 6 levels of English:

Beginner	Subject pronouns (I, you, he/she…) Object pronouns (me, you, him/her…)  Verb ‘be’ – present tense (I am, you are…) This, that, these, those  Basic prepositions (in, at, to…) Articles (a, an, the)  Singular/plural nouns  Possessive adjectives (my, your, his/hers…) Possessive ‘s’ Likes and dislikes
Elementary	Verb ‘be’ – present tense questions and negatives Present simple (I walk, she walks…)  Present continuous (I’m walking, she’s walking…) Adverbs of frequency (sometimes, often, never…)  Possessive pronouns (mine, yours…)  Past simple, regular and irregular (play> played, go>went) Like + -ing (I like swimming) Want, like and would like Telling the time
Pre-Intermediate	Past simple, regular and irregular verbs Past continuous (she was going, they were walking…)  So, because, but, although Future forms: ‘going to’/present continuous for future arrangements/‘will/won’t’  Present perfect +  ever, never, for and since  Comparatives (more/less…than, as….as)  Superlatives (the most/least….)  Modals of obligation (have to, don’t have to, must, mustn’t…) ‘Used to’ ‘so/neither’ + auxiliaries (so do I, neither has he…)
Intermediate	Present perfect vs continuous Past simple vs past continuous vs past perfect  Future forms: ‘going to’ vs present continuous vs ‘will/shall’ Usually vs used to  Reported speech (“I’m going to the park” > he said he was going to the park) Passives (the church was painted by Michelangelo) Relative clauses (the girl who is sat over there…) Modals of obligation and deduction (must, may, might, can’t…)  Can, could, be able to (ability)  First conditional and future time clauses (If I pass the exam, I’ll celebrate) Second conditional ((If I was famous I’d give money to charity))
Upper Intermediate	The...the… + comparatives (the more you learn the more you know…)  Using adjectives as nouns (rich people are privileged > the rich are privileged)  Adjective order  Narrative tenses  Adverbs and adverbial phrases Passive structures (it is said that…, he is believed to…) Future perfect and continuous (the ice caps will have melted, we will be using solar powered cars) Reporting verbs (recommend, threaten, advise…)  Third conditional (if I had known, I would have come) Past modals, ‘would rather’ and ‘had better’  Gerunds and infinitives Used to, be used to, get used to Structures after wish Quantifiers
Advanced	Inversion for emphasis (little did he know that the dog had escaped) Linkers (although, nonetheless, whilst…)  Mixed conditionals (If her eyesight was better she would have seen the squirrel) Cleft sentences (the reason why I’ve come is…, the thing that annoys me most is…) Compound nouns ‘So’ and ‘such’  Gerunds and infinitives  Phrasal verbs (go up, go in, go out, go on, go for…)  Unreal uses of past tenses (it’s time we left, suppose we opened our own shop…) Uses of the verb ‘get’ Participle phrases (the horse, trotting up to the fence, hopes you have a carrot) Passive and active voice