Describing language learning using

the CEFR
One of the most remarkable uses of the CEFR in terms of language learning is
choosing appropriate lessons content.

The CEFR views language proficiency in six well defined levels:

C1
A1 A2 B1 B2 (Effective C2
(Breakthrough
(Waystage) operational
) (Threshold) (Vantage) (Mastery)
proficiency
)
When planning a lesson it is highly recommended to match the lessons contents with
the CEFR common reference levels.

Lessons contents

CEFR common reference levels

Vocabulary Grammar

 Can understand and use familiar everyday  Days of the week  Personal pronouns
expressions and very basic phrases aimed at  Greetings & leave-  Demonstrative
the satisfaction of needs of a concrete type. takings pronouns
A1  Can introduce him/herself and others and  Family names  Verb BE
can ask and answer questions about personal
details such as where he/she lives, people  Colors  Simple present
he/she knows and things he/she has. tense

 Can interact in a simple way provided the  Common verbs  Possessive

other person talks slowly and clearly and is adjectives
prepared to help.  Numbers  Possessive “S”
The CEFR can also be very helpful when choosing the activities students are going to
perform in the classroom.

Sustained monologue: Putting a case

Lessons activity
 Can develop a clear argument, expanding and
B2 supporting his/her points of view at some length
 Debates
with subsidiary points and relevant examples.
 Formal discussion
 Plenary
 Activities
SUSTAINED MONOLOGUE: Describing
Experience
 Story telling
 Short presentation
B1  Can describe events, real or imagined.

NOTES, MESSAGES & FORMS

Activities
A1  Can write numbers and dates, own name, nationality,
address, age, date of birth or arrival in the country etc.  Form filling
such as on a hotel registration form.  Personal information gap filling
 Profile filling
The CEFR is very useful to determine assessment criteria in accordance to the common
reference levels

Assessment criteria
FORMAL DISCUSSION (MEETINGS)
Evaluated activity
 Can easily keep up with the debate, even on
abstract, complex unfamiliar topics.

C1  Can argue a formal position convincingly,

responding to questions and comments and  Whole class plenary
answering complex lines of counter  Teams debate
argument fluently, spontaneously and
appropriately
 REPORTS & ESSAYS Evaluated activity
 Can write short, simple essays on topics of interest.
 Essay
B1  Can summarize, report and give his/her opinion  Report
about accumulated factual information on familiar
 Summary
routine and non-routine matters within his field with
some confidence.