CEFR Levels Descriptors

Use these descriptors to comment on the placement test results.

! Note that the descriptors indicate what level the candidate has already
acquired and NOT the level they should be placed in.

If the result from the Placement Test places the candidate in a particular
level, this means that they should have shown the level of skills at the
previous CEFR level.

An example:

If a candidate has a result for B1 from their Placement Test, this means that they
should have shown the skills for A2. So, to write the comment, one should refer to the
A2 desriptor.
 Level What a candidate should be able to do Oral interview

A candidate at this level CAN: A candidate at this level CAN:

A1 understand carefully selected simple

vocabulary and use some of this in everyday
situations (e.g. going shopping).
 ask simple questions and
understand simple answers.

Elementary handle some present simple and continuous

verb forms and a few past simple forms.
understand the main message of a tightly-
controlled simple reading text with one or two
unknown words.

A2 A candidate at this level CAN:

understand the main message of and some

specific information in a controlled simple
A candidate at this level CAN:

handle basic grammatical

forms some present simple
Pre- reading text with some unfamiliar words. and continuous verb forms
Intermediate Grammar points candidates should be aware and some past simple forms
of:
talk about future plans and
can use simple
 Adverbs of frequency comparatives.
 Comparatives and superlatives
 Going to deal with simple,
straightforward information
 How much/how many and very
within a familiar area.
common uncountable nouns
 I’d like
 Comparatives and superlatives
 Going to
 Modals: can/can’t/could/couldn’t
 Past simple of “to be”
 Past Simple
 Present continuous
 Present simple
 Pronouns: simple, personal
 Questions
 There is/are
 To be, including question + negatives
 Verb + ing: like/hate/love
 A candidate at this level CAN: A candidate at this level CAN:

B1 understand routine information and articles,

and the general meaning of non-routine
express opinions on
abstract/cultural matters in a
limited way or offer advice
information within a familiar area.
Intermediate show a good degree of control of simple within a known area.
grammatical forms and recognize some
complex grammatical forms. get by, with sufficient
Grammar points candidates should be aware vocabulary to express
of: him/herself with some
hesitation.
 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 and going to)
 Gerunds
 Modals – can/could; have to; should
 Present continuous
 Present continuous for future
 Present perfect
 Past continuous
 Past simple
 Phrasal verbs – common
 Verb + ing/infinitive: like/
want-would like
 Wh-questions in past
 Zero and 1st conditional

A candidate at this level CAN: A candidate at this level CAN:

B2 Grammar points candidates should be aware

of:
Upper-
 Broader range of intensifiers such
Intermediate as too, enough
 Conditionals, 2nd and 3rd
 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
 Narrative tenses
 Phrasal verbs, extended
 Present perfect continuous
 Present perfect/past simple
 Reported speech (range of tenses)
follow or give a talk on a
familiar topic or keep up a
conversation on a fairly wide
range of topics.
show a relatively high
degree of grammatical
control
correct most of his/her
mistakes.
give clear descriptions,
express viewpoints on most
general topics, using some
complex sentence forms to
do so.
 A candidate at this level CAN: A candidate at this level CAN:

B2  Broader range of intensifiers such

as too, enough
 Conditionals, 2nd and 3rd
keep up a conversation on a
fairly wide range of topics
without preparation and with

+
 Connecting words expressing very little hesitation.
cause and effect, contrast etc.
 Future continuous use accurate and appropriate
 Future perfect linguistic resources
 Modals - must/can’t deduction to give clear descriptions,
 Modals – might, may, will, probably express viewpoints on most
 Modals – should have/might have/etc general topics, using some
 Modals: must/have to complex sentence forms to
 Narrative tenses do so.
 Phrasal verbs, extended
 Present perfect continuous
 Present perfect/past simple
 Reported speech (range of tenses)
 Relative clauses

A candidate at this level CAN: A candidate at this level CAN:

C1 infer the meaning of unknown words and

expressions or the implicit meaning of
statements on the basis of contextual clues.
keep up a casual
conversation with a good
degree of fluency, coping
Advanced locate relations in the text or across texts with abstract expressions.
through the recognition of lexical and
grammatical cohesion and coherence devices
(e.g. linking words and phrases,
conjunctions, etc.).
Grammar points candidates should be aware
of:

 Future continuous
 Future perfect
 Future perfect continuous
 Mixed conditionals
 Modals – can’t have, needn’t have
 Modals of deduction and speculation
 Past perfect
 Past perfect continuous
 Phrasal verbs, extended
 Relative clauses
 Reported speech
 Narrative tenses
 Passives
 Wish
 Would expressing habits, in the past
C2
A candidate at this level CAN: A candidate at this level CAN:

recognize the presence or absence of CAN talk about complex or

linguistic elements, which express certainty sensitive issues,
or doubt, imprecision/vagueness, conviction understanding colloquial
Proficiency or hesitation, etc. references and deal
Grammar points candidates should be aware confidently with different
of: kinds of questions.
 Futures
 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