This presentation gives a rudimentary explanation of each level of the CEFR, including the exams tested; also a summary of the grammar areas to be covered in each level is provided. Notice that the presentation contains active links.

1. Using CEFR in the EFL classroom
Mohamed Aboul Ela Abdel Mageed
mohamedaboulela1@gmail.com

2. Objectives
By the end of this presentation, attendees will be able to:
1. Understand each levels of the CEFR
2. Decide grammar areas to be taught at each level of CEFR
3. Assess learners in view of the CEFR
4. Give learners constructive feedback on their progress

3. The Common European Framework of Reference
for Languages (CEF or CEFR) was put together by
the Council of Europe as a way of standardising
the levels of language exams in different regions.
It is very widely used internationally, and all
important exams are mapped to the CEFR.
What is CEFR?

4. There are six levels:
C2
C1
B2
B1
A2
A1

5. C2
Mastery
 Description
The capacity to deal with material which is
academic or cognitively demanding, and to
use language to good effect at a level of
performance which may in certain respects be
more advanced than that of an average native
speaker.
 Example
CAN scan texts for relevant information, and
grasp main topic of text, reading almost as
quickly as a native speaker.
• Cambridge English
Proficiency (CPE)
• IELTS 8.5-9
• Michigan ECPE
• PTE General Level 5
• PTE Academic 85+

6. C1
Effective Operational Proficiency
 Description
The ability to communicate with the
emphasis on how well it is done, in
terms of appropriacy, sensitivity and the
capacity to deal with unfamiliar topics.
 Example
CAN deal with hostile questioning
confidently. CAN get and hold onto
his/her turn to speak.
• Cambridge English
Advanced (CAE)
• BEC Higher
• IELTS 7-8
• TOEFL iBT 110-120
• TOEIC 880
• PTE General Level 4
• PTE Academic 76-84

7. B2
Vantage
 Description
The capacity to achieve most goals
and express oneself on a range of
topics.
 Example
CAN show visitors around and give
a detailed description of a place.
• Cambridge English First (FCE)
• BEC Vantage
• IELTS 5-6.5
• TOEFL iBT 87-109
• Michigan ECCE
• PTE General Level 3
• PTE Academic 59-75
• Trinity ISE II

8. B1
Threshold
 Description
The ability to express oneself in
a limited way in familiar situations
and to deal in a general way with
non-routine information.
 Example
CAN ask to open an account at
a bank, provided that the procedure
is straightforward.
• Cambridge English
Preliminary (PET)
• BEC Prelim
• IELTS 4-4.5
• TOEFL iBT 57-86
• TOEIC 550
• PTE General Level 2
• PTE Academic 43-58
• Trinity ISE I

9. A2
Way stage
 Description
An ability to deal with simple,
straightforward information and
begin to express oneself in familiar
contexts.
 Example
CAN take part in a routine
conversation on simple predictable
topics.
• Cambridge English Key (KET)
• PTE General Level 1
• PTE Academic 30-42

10. A1
Breakthrough
 Description
A basic ability to communicate and exchange information
in a simple way.
 Example
CAN ask simple questions about a menu and understand
simple answers.

11. Grammar to study at each
CEF level

12. A1
Adjectives: common and demonstrative
Adverbs of frequency
Comparatives and superlatives
Going to
How much/how many and very
common uncountable nouns
I’d like
Imperatives (+/-)
Intensifiers - very basic
Modals: can/can’t/could/couldn’t
Past simple of “to be”
Past Simple
Possessive adjectives
Possessive s
Prepositions, common
Prepositions of place
Prepositions of time, including in/on/at
Present continuous
Present simple
Pronouns: simple, personal
Questions
There is/are
To be, including question+negatives
Verb + ing: like/hate/love

13. A2Adjectives –comparative, – use of
than and definite article
Adjectives –superlative – use of definite article
Adverbial phrases of time, place and frequency – including word order
Adverbs of frequency
Articles – with countable and
uncountable nouns
Countables and Uncountables:
much/many
Future Time (will andgoing to)
Gerunds
Going to
Imperatives
Modals – can/could
Modals – have to
Modals – shouldPast continuous
Past simple
Phrasal verbs – common
Possessives – use of ‘s, s’
Prepositional phrases (place, time and movement)
Prepositions of time: on/in/at
Present continuous
Present continuous for future
Present perfect
Questions
Verb + ing/infinitive: like/
want-would like
Wh-questions in past
Zero and 1st conditional

14. B1
Adverbs
Broader range of intensifiers such
as too, enough
Comparatives andsuperlatives
Complex question tags
Conditionals, 2nd and3rd
Connecting words expressing
cause and effect, contrast etc.
Future continuous
Modals - must/can’t deduction
Modals – might, may, will, probably
Modals – should have/might have/etc
Modals: must/have to
Past continuous
Past perfect
Past simple
Past tense responses
Phrasal verbs, extended
Present perfect continuous
Present perfect/past simple
Reported speech(range of tenses)
Simple passive
Wh- questions in the past
Will and going to, for prediction

15. B2
Adjectives and adverbs
Future continuous
Future perfect
Future perfect continuous
Mixed conditionals
Modals – can’t have, needn’t have
Modals of deduction and speculation
Narrative tenses
Passives
Past perfect
Past perfect continuous
Phrasal verbs, extended
Relative clauses
Reported speech
Will and going to, for prediction
Wish
Would expressing habits, in the past

16. C1
Futures (revision)
Inversion with negative adverbials
Mixed conditionals in past, present
and future
Modals in the past
Narrative tenses for experience,
incl. passive
Passive forms, all
Phrasal verbs, especially splitting
Wish/if only regrets