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EAQUALS BANK OF DESCRIPTORS - AS LEVELS

OVERALL LISTENING LISTEN TO INTERLOCUTOR LISTEN IN DISCUSSION LISTEN IN AUDIENCE LISTEN TO TV, FILM LISTEN ANNOUNCEMENTS
C2 I can understand any kind of spoken I can understand any interlocutor, given I can fully appreciate the I can follow debates, discussions, I can fully appreciate films, plays, TV I can extract necessary information
language, whether live or broadcast, an opportunity to adjust to a non- sociocultural implications of specialised lectures and and the radio, including humour, from poor quality, audibly distorted
delivered at fast speed, even in a noisy standard accent or dialect. language used by other speakers presentations that contain a high nuance, and implied meaning. public announcements or
environment. and can react accordingly. degree of colloquial expressions, instructions, e.g. in a station with a
I can appreciate irony and sarcasm and draw regional usage, or unfamiliar train going past, in a sports stadium,
appropriate conclusions about their use. terminology. etc.

OVERALL READING READ FOR ORIENTATION READ INFO & ARGUMENT READ INSTRUCTIONS READ LITERATURE READ CORRESPONDENCE
C2 I can understand any kind of text including I can scan quickly through complex I can understand texts (for example I can understand complex reports, I can understand and interpret I can easily understand any formal
those written in a very colloquial style and tests from a variety of genres, newspaper columns and satirical manuals and contracts, including critically classical as well as correspondence, including on
containing many idiomatic expressions or including unfamiliar ones; I can read glosses) in which much is said in an finer shades of meaning and contemporary literary texts in specialized or legal matters.
slang. several texts in parallel to integrate indirect and ambiguous way and differentiation, plus issues that are different genres. [New]
information from them. which contain hidden value implied rather than stated.
judgements.

CONVERSATION DISCUSSION
C2 I can converse comfortably, appropriately and without limitations in casual conversation, at social events and in I can easily keep up with extended debate, even when this is highly idiomatic. I can contribute to formal discussion of complex issues
more formal discussions and debates. articulately and persuasively.
I can employ irony and understatement in an appropriate manner. When arguing for or against a case, I can convey finer shades of meaning precisely in order to give emphasis differentiate and
eliminate ambiguity.

DESCRIPTION ARGUING A CASE PRESENTATIONS SUMMARISING


C2 I can give clear, smoothly flowing, elaborate and I can argue a case on a complex issue, adapting the I can give a smoothly flowing, elaborate presentation on a I can summarise orally information from different sources,
often memorable descriptions. structure, content and emphasis in order to convince complex topic, and can handle difficult, unpredictable and reconstructing arguments and accounts accurately, coherently and
particular listeners of the validity of my argument. even hostile questioning. concisely without including unnecessary detail.

OVERALL WRITING CREATIVE REPORTS: INFO & ARGUMENT CORRESPONDENCE


C2 I can produce written work that shows good I can write stories and descriptions in a clear, sophisticated I can write a well-structured critical review of a paper or a I can write clear, well-structured complex letters in an appropriate
organizational structure, with an understanding of style appropriate to the genre. project giving reasons for my opinion. style, for example an application, request, or offer to authorities or
the style and content appropriate to the task. I can I can write papers that present the background and context, commercial clients.
produce text which is proof-read and lay out in describing procedures and/or proposals, evaluating outcomes In a letter I can express myself in a consciously ironical,
accordance with relevant conventions. and drawing conclusions, whilst following the appropriate ambiguous and humorous way.
conventions throughout.

INTERACTION COMPENSATION REPAIR


C2 I can interact naturally, picking up and using non-verbal and intonational cues without I can substitute an equivalent term for a word I can’t I can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it.
effort, and interweaving my contribution into the joint discourse with fully natural turn recall without the listener noticing. I can edit my written work to achieve the effect I want in a more differentiated and appropriate style.
taking, referencing, etc.

RANGE PRECISION LINKING TEXT AND IDEAS ACCURACY FLUENCY SOCIO-LINGUISTIC


C2 I can reformulate ideas in differing ways to give I can convey finer shades of meaning I can make full and appropriate use I can consistently maintain I can express myself naturally and I have a good command of idiomatic
emphasis, to differentiate and to eliminate precisely by using, with reasonable of a variety of organisational grammatical control of complex effortlessly; I only need to pause expressions and colloquialisms,
ambiguity. accuracy, a wide range of expressions patterns and a wide range of language even when my attention is occasionally in order to select including emotional, allusive and
to qualify statements and pinpoint the connectors in order to organize what otherwise engaged. precisely the right words. joking usage, with a high degree of
extent to which something is the case. I say and write. awareness of implied meaning and
aning by association.

EAQUALS/ALTE Portfolio Descriptor Revision Project 1/12 © EAQUALS 2008 www.eaquals.org info@eaquals.org
EAQUALS BANK OF DESCRIPTORS - AS LEVELS

OVERALL LISTENING LISTEN TO INTERLOCUTOR LISTEN IN DISCUSSION LISTEN IN AUDIENCE LISTEN TO TV, FILM LISTEN ANNOUNCEMENTS
I can understand a wide range of idiomatic I can understand everybody I talk to, I can easily follow complex I can follow lectures, presentations I can without too much effort follow
expressions and colloquialisms, given the opportunity to occasionally interactions in group discussion and and demonstrations with relative films which contain a large amount of
C1+ appreciating shifts in style and register. confirm something, especially if the debate, even on abstract and ease, making decisions about what to slang and a wide range of idioms.
accent or dialect is non-standard and unfamiliar topics. note down and what to omit as the
unfamiliar. lecture proceeds and ask detailed
questions.

OVERALL READING READ FOR ORIENTATION READ INFO & ARGUMENT READ INSTRUCTIONS READ LITERATURE READ CORRESPONDENCE
C1+ I can understand in detail lengthy, I can scan quickly through a variety of I can understand complex reports, I can understand complex manuals, I can appreciate shifts of tone and I can understand any formal or
complex texts, whether or not they relate sources both within and outside my field analyses and commentaries in which regulations and contracts even within style in contemporary literary texts informal correspondence.
to my area of speciality. and assess their relevance to my opinions, viewpoints and connections unfamiliar fields if I can reread and recognise their significance.
needs. are discussed, recognizing difficult sections.
contradictions, inconsistencies, or
illogical arguments.

CONVERSATION DISCUSSION
C1+ I can participate easily and appropriately in conversation. I can easily keep up with and contribute to an extended debate on abstract and complex topics, even when these are unfamiliar to me and when people
I have a good understanding of humour, irony and implicit cultural references. start talking simultaneously.
I can formulate a convincing argument and respond to questions, comments and complex counter arguments fluently, spontaneously and appropriately.

DESCRIPTION ARGUING A CASE PRESENTATIONS SUMMARISING


C1+ I can give an elaborate description or I can confidently put forward a systematically I can give a clear, well-structured presentation of a complex subject, expanding I can summarise orally information from different sources, selecting
account of an experience or topic of developed argument, taking account of the audience’s and supporting points of view with reasons and relevant examples. the most salient and relevant ideas, and reconstructing arguments
relevance, integrating themes, perspective, evaluating areas of ambiguity and I can confidently handle detailed questions and spontaneously follow up points in a coherent presentation.
developing particular points and selecting appropriate supporting examples. raised by members of the audience.
concluding appropriately.

OVERALL WRITING CREATIVE REPORTS: INFO & ARGUMENT CORRESPONDENCE


C1+ I can write well-structured texts which show a high I can write clear, detailed, well- developed descriptions and I can write papers on complex topics, developing an argument I can express myself with clarity and precision in correspondence.
degree of grammatical correctness and vary my imaginative texts in an assured, personal, natural style systematically by highlighting the main issues and supporting
vocabulary and style according to the addressee, appropriate to the reader in mind. points with relevant examples and details and rounding off
the kind of text and the topic. with an appropriate conclusion.

INTERACTION COMPENSATION REPAIR


C1+ I can use fluently a variety of appropriate expressions to introduce my remarks in order I can quickly substitute an equivalent term for a I can monitor what I say or write, finding more precise and more sophisticated ways of expressing what
to get the floor, or to gain time and keep the floor while thinking. word I can’t recall. I want to.
I can relate my contribution skilfully to those of other speakers.

RANGE PRECISION LINKING TEXT AND IDEAS ACCURACY FLUENCY SOCIO-LINGUISTIC


C1+ I have a good command of a broad vocabulary, I can reformulate ideas differently in I can produce clear, well-structured I can consistently maintain a high I can express myself fluently and I can use language flexibly and
including collocations and idiomatic order to ensure that people understand speech and writing, showing control degree of grammatical accuracy; spontaneously, almost effortlessly. effectively for social purposes,
expressions; I can overcome gaps in my exactly what I mean, eliminating the over ways of developing what I want errors are rare and difficult to spot. Only a conceptually difficult subject including emotional, allusive and
vocabulary with alternatives. possibility of misunderstandings. to say in order to link my ideas into can hinder a natural, smooth flow of joking usage.
smoothly-flowing, coherent text. language.

OVERALL LISTENING LISTEN TO INTERLOCUTOR LISTEN IN DISCUSSION LISTEN IN AUDIENCE LISTEN TO TV, FILM LISTEN ANNOUNCEMENTS

EAQUALS/ALTE Portfolio Descriptor Revision Project 2/12 © EAQUALS 2008 www.eaquals.org info@eaquals.org
EAQUALS BANK OF DESCRIPTORS - AS LEVELS

OVERALL LISTENING LISTEN TO INTERLOCUTOR LISTEN IN DISCUSSION LISTEN IN AUDIENCE LISTEN TO TV, FILM LISTEN ANNOUNCEMENTS
C1 I can understand enough to follow I can generally understand everybody I I can follow extended discussion I can follow most lectures, I can understand in detail an I can understand complex technical
extended speech on abstract and complex talk to, though I may need to confirm even when it is not clearly structured discussions and debates both within argument in a discussion information, such as instructions for
topics of academic or vocational some details, especially if the accent is and when relationships are only and outside my field. programme. operating equipment and
relevance. unfamiliar. implied and not signalled explicitly. specifications for products and
services I know about.

OVERALL READING READ FOR ORIENTATION READ INFO & ARGUMENT READ INSTRUCTIONS READ LITERATURE READ CORRESPONDENCE
C1 I can understand in detail a wide range of I can scan relatively quickly through I can understand complex texts I can understand lengthy, complex I can read extensively, for example I can understand formal letters
lengthy, complex texts likely to be books and articles within my field of where stated opinions and implied manuals, instructions, regulations enjoying novels without consulting a connected or unconnected to my field
encountered in social, professional or interests and assess their relevance points of view are discussed. and contracts in my field. dictionary unless I want to note if I can occasionally check with a
academic life, though I may want time to to my needs. precise meaning, usage or dictionary.
reread them. pronunciation.

CONVERSATION DISCUSSION INFORMATION EXCHANGE TRANSACTIONS TELEPHONING


C1 I can express myself fluently and appropriately, I can keep up with animated discussions on abstract I can understand and exchange complex, I can use the telephone for a variety of
adopting a level of formality appropriate to the and complex topics with a number of speakers and detailed information on topics with which I purposes, including solving problems and
circumstances and my relationship to the person I can participate effectively even when people start am not personally familiar, pinpointing key misunderstandings though I may need to
am talking to. talking simultaneously. areas where further explanation or ask for clarification if the accent is
clarification is needed. unfamiliar.

DESCRIPTION ARGUING A CASE PRESENTATIONS SUMMARISING


C1 I can give clear, well-structured descriptions of I can develop an argument systematically in well-structured I can give a clear, well-structured presentation on a complex I can put together information from different sources and relate it in
complex subjects. speech, highlighting significant points, and concluding subject in my field, expanding and supporting points of view a coherent summary.
appropriately. with appropriate reasons and examples.
I can summarise orally long, demanding texts.

OVERALL WRITING CREATIVE REPORTS: INFO & ARGUMENT CORRESPONDENCE


C1 I can write clear, well-structured texts on complex I can write clear, detailed, well- developed short stories and I can present points of view in a paper, developing an I can express myself clearly and appropriately in personal
topics in an appropriate style with good grammatical descriptions of personal experiences. argument, highlighting the most important points, and correspondence, describing experiences, feelings and reactions in
control. supporting my reasoning with examples. depth.

INTERACTION COMPENSATION REPAIR


C1 I can select from a readily available range of expressions to preface my remarks I do not have to restrict what I want say at all; if I I can monitor my speech and writing to repair slips and improve formulation.
appropriately and to follow up what other people say. (New) can’t find one expression I can substitute with
another.

RANGE PRECISION LINKING TEXT AND IDEAS ACCURACY FLUENCY SOCIO-LINGUISTIC


C1 I have a good command of a broad vocabulary. I I can formulate statements in a very I can produce clear, well-structured I maintain a high degree of I can express myself fluently and I can use language flexibly and
do sometimes have to search for expressions precise manner in order to indicate my speech and writing, linking my ideas grammatical control in speech and spontaneously, except occasionally, appropriately, adjusting my
but can then find alternatives to express what I degree of agreement, certainty, into coherent text. writing. when speaking about a conceptually expression depending who I am
want to say. concern, satisfaction, etc. difficult subject. talking or writing to.

EAQUALS/ALTE Portfolio Descriptor Revision Project 3/12 © EAQUALS 2008 www.eaquals.org info@eaquals.org
EAQUALS BANK OF DESCRIPTORS - AS LEVELS

OVERALL LISTENING LISTEN TO INTERLOCUTOR LISTEN IN DISCUSSION LISTEN IN AUDIENCE LISTEN TO TV, FILM LISTEN ANNOUNCEMENTS
B2+ I can understand standard spoken I can understand in detail what is said I can keep up with an animated I can follow lectures and I can understand in detail TV I can understand announcements,
language, live or broadcast, even in a to me in standard spoken language, discussion between native speakers. presentations in my field, even if the documentaries, interviews, talk instructions, telephone messages
noisy environment. even with an element of background organisation and language are both shows, plays and films in standard etc. even when they are spoken fast,
noise. complex. language. provided they are in standard dialect.

OVERALL READING READ FOR ORIENTATION READ INFO & ARGUMENT READ INSTRUCTIONS READ LITERATURE READ CORRESPONDENCE
B2+ I have a broad active reading vocabulary, I can quickly scan through long and I can understand in detail texts within I can understand lengthy, complex I can read novels and short I can understand correspondence
which means I can read with a large complex texts on topics of interest to my field of interest or speciality. instructions, (e.g. for formal procedures in an stories with little use of a relating to my personal and
degree of independence, adapting style locate relevant details. I can understand specialised articles academic, professional or health context) dictionary, after I have got professional interests with occasional
and speed of reading to different texts and outside my own field if I can including details on conditions and warnings, used to the writer’s style. use of a dictionary.
purposes. occasionally check with a dictionary. as long as I can reread difficult sections.

CONVERSATION DISCUSSION INFORMATION EXCHANGE TRANSACTIONS TELEPHONING


B2+ I can converse spontaneously without I can keep up with a discussion and I can understand and exchange complex information and advice I can help to negotiate a solution to a I can use the telephone for a variety of
much sign of restricting what I say. I can express my ideas and opinions clearly, relating to fields with which I have some familiarity. dispute, for example financial responsibility purposes, including establishing contact
reformulate ideas in different ways to precisely and convincingly, even in I can carry out an effective, fluent interview, departing for damage in a rented flat. with people I do not know, though I may
ensure people understand exactly what I formal meetings. spontaneously from prepared questions, following up and probing need to ask for clarification if the accent is
mean. interesting replies. unfamiliar.

DESCRIPTION ARGUING A CASE PRESENTATIONS SUMMARISING


B2+ I can give clear, well-developed, detailed I can develop an argument systematically, highlighting I can give a clear, well-structured presentation, with I can summarise information and arguments from a variety of
descriptions on a wide range of subjects related to significant points and including supporting detail where highlighting of significant points and can answer questions sources, highlighting significant points.
my interests, expanding and supporting my ideas. necessary. about the content.
When giving a presentation, I can depart spontaneously from
my prepared text and follow up interesting points raised by
members of the audience

OVERALL WRITING CREATIVE REPORTS: INFO & ARGUMENT CORRESPONDENCE


B2+ I can use a range of language to express abstract I can write clear, detailed descriptions of real or imaginary I can write a paper developing my argument with appropriate I can write letters conveying degrees of emotion and highlighting
ideas as well as topical subjects, correcting most of events and experiences. highlighting of significant points and relevant supporting detail. the personal significance of events and experiences and
my mistakes in the process. commenting on my correspondent’s news and views.

INTERACTION COMPENSATION REPAIR


B2+ I can intervene appropriately in discussion, using a variety of expressions to do so. I can overcome gaps in vocabulary with paraphrase I can monitor my speech and writing to correct slips and mistakes that I make.
I can help the development of a discussion by giving feedback, follow up what people and alternative expression.
say and relating my contribution to theirs

RANGE PRECISION LINKING TEXT AND IDEAS ACCURACY FLUENCY SOCIO-LINGUISTIC


B2+ I can express myself clearly and without much I can focus my attention effectively on I can use a variety of linking words I can maintain good grammatical I can communicate fluently and I can choose different ways of saying
sign of having to restrict what I want to say. I how I formulate things, in addition to efficiently to mark clearly the control. I may sometimes make spontaneously, even when talking at things, depending on the person I am
can reformulate ideas in different ways to expressing the message. relationships between ideas. mistakes but I can correct them length about complex subjects. talking to and the context concerned.
ensure people understand exactly what I mean. afterwards.

EAQUALS/ALTE Portfolio Descriptor Revision Project 4/12 © EAQUALS 2008 www.eaquals.org info@eaquals.org
EAQUALS BANK OF DESCRIPTORS - AS LEVELS

OVERALL LISTENING LISTEN TO INTERLOCUTOR LISTEN IN DISCUSSION LISTEN IN AUDIENCE LISTEN TO TV, FILM LISTEN ANNOUNCEMENTS
B2 I can understand the main ideas of I can understand in detail what is said I can with some effort catch much of I can follow the essentials of lectures, I can follow TV drama and the I can understand announcements
complex speech on concrete and abstract to me in standard spoken language. what is said around me, but may find talks and reports and other forms of majority of films in standard dialect. and messages spoken in standard
topics delivered in a standard dialect, it difficult to understand a discussion complex academic or professional I can understand TV news, current dialect at normal speed.
including technical discussions in my field between several speakers who do presentation in my field. affairs, documentaries, interviews,
of specialisation. not modify their language in any way. talk shows, etc.

OVERALL READING READ FOR ORIENTATION READ INFO & ARGUMENT READ INSTRUCTIONS READ LITERATURE READ CORRESPONDENCE
B2 I can read with a large degree of I can rapidly grasp the content and the I can understand articles, reports and I can understand lengthy instructions, I can read short stories and novels I can understand the main points in
independence, using dictionaries and significance of news, articles and reviews in which the writers express for example in a user manual for a written in a straightforward language formal and informal letters relating to
other reference sources selectively when reports on topics connected with my specific points of view (e.g., political TV or digital camera, for installing and style, making use of a dictionary, my personal and professional
necessary. interests or my job, and decide if a commentary, critiques of exhibitions, software, as long as I can reread if I am familiar with the story and/or interests, with occasional use of a
closer reading is worthwhile. plays, films, etc). difficult sections. the writer. dictionary.

CONVERSATION DISCUSSION INFORMATION EXCHANGE TRANSACTIONS TELEPHONING


B2 I can take an active part in conversation, expressing I can evaluate advantages & disadvantages, and I can find out and pass on detailed I can make a complaint effectively, I can use the telephone to find out detailed
clearly my points of view, ideas or feelings naturally participate in reaching a decision in formal or information reliably, face-to-face and on the explaining the problem and demanding information, provided the other person
with effective turn-taking. informal discussion. phone, asking follow up questions and appropriate action. speaks clearly, and ask follow up
I can sustain my opinions in discussion by providing getting clarification or elaboration when questions to check that I have understood
relevant explanations, arguments and comments. necessary. a point fully.

DESCRIPTION ARGUING A CASE PRESENTATIONS SUMMARISING


B2 I can give clear, detailed descriptions on a wide I can develop a clear argument, linking my ideas logically I can present a topical issue in a critical manner and weigh up I can summarise information and arguments from a number of
range of subjects related to my fields of interest. and expanding and supporting my points with appropriate the advantages and disadvantages of various options. sources, such as articles or reports, discussions, interviews,
examples. presentations, etc.
I can summarise orally the plot and sequence of events in a film or
play.

OVERALL WRITING CREATIVE REPORTS: INFO & ARGUMENT CORRESPONDENCE


B2 I can write at length about topical issues, even I can write clear, detailed descriptions on a variety of I can write a paper giving reasons in support of or against a I can express news, views and feelings in correspondence, and
though complex concepts may be oversimplified, subjects related to my field of interest particular point of view and explaining the advantages and respond to those of the other person.
and can correct many of my mistakes in the disadvantages of various options. I can write standard formal letters requesting or communicating
process. relevant information, following a template.

INTERACTION COMPENSATION REPAIR


B2 I can use standard phrases like "That’s a difficult question to answer” to gain time and keep the turn I can generally cover gaps in vocabulary and structure I can generally correct slips and errors if I become aware of them or if they have led
while formulating what to say. with paraphrases. to misunderstandings.
I can help a discussion along on familiar ground confirming comprehension, inviting others in, etc. I can make a note of "favourite mistakes” and consciously monitor speech for them.

RANGE PRECISION LINKING TEXT AND IDEAS ACCURACY FLUENCY SOCIO-LINGUISTIC


B2 I have a sufficient range of vocabulary to vary I can explain the details of an event, I can link what I say or write into I can communicate with reasonable I can produce stretches of language I can sustain relationships with native
formulation and avoid repetition when idea or problem reliably. clear, well-organised text, though I accuracy and can correct mistakes if with a fairly even tempo; although I speakers without unintentionally
expressing myself on matters connected to my may not always do this smoothly so they have led to misunderstandings. can be hesitant as I search for amusing or irritating them or
field and on most general topics. there may be some “jumps.” (New) expressions, there are few noticeably requiring them to behave other than
long pauses. they would with a native speaker.

EAQUALS/ALTE Portfolio Descriptor Revision Project 5/12 © EAQUALS 2008 www.eaquals.org info@eaquals.org
EAQUALS BANK OF DESCRIPTORS - AS LEVELS

OVERALL LISTENING LISTEN TO INTERLOCUTOR LISTEN IN DISCUSSION LISTEN IN AUDIENCE LISTEN TO TV, FILM LISTEN ANNOUNCEMENTS
B1+ I can understand straightforward information I can follow clear speech directed at me I can generally follow the main points I can follow a lecture or talk within I can follow TV programmes on I can understand information in
about everyday, study- or work-related in everyday conversation, in an accent of extended discussion around me, if my own field, if the subject matter topics of personal interest when announcements and other recorded,
topics, identifying both general messages that is familiar to me. people talk clearly. is familiar and the presentation people speak clearly. factual texts, if they are delivered in
and specific details, provided people speak clearly structured. clear standard speech.
clearly in a familiar accent.

OVERALL READING READ FOR ORIENTATION READ INFO & ARGUMENT READ INSTRUCTIONS READ LITERATURE READ CORRESPONDENCE
B1+ I can understand the main points in I can look quickly through simple, I can identify the main conclusions in I can understand clear instructions, I can read simplified versions of I can understand the main points in
straightforward texts on subjects of personal factual texts in magazines, brochures or texts which clearly argue a point of for example for a game, for the novels, plus stories with a clear short, clear, formal letters relating to
or professional interest. on a website, and identify information view. use of medicines or for installing structure, with little use of a my personal and professional
that might be of practical use to me. computer software. dictionary. interests, provided I can use a
dictionary.

CONVERSATION DISCUSSION INFORMATION EXCHANGE TRANSACTIONS TELEPHONING


B1+ I can give practical instructions on how to do I can make an effective complaint, for I can have long telephone conversations
I can start a conversation on topics that are familiar I can express my opinions on abstract topics like something, for example cooking, buying a with people I know personally.
example in a shop or hotel.
or of personal interest and can help to keep it going films and music, describe my reactions to them and ticket from a machine or using software.
by expressing and responding to suggestions, ask other people what they think. I can make routine telephone calls, e.g. to
opinions, attitudes, advice, feelings, etc. I can explain why something is a problem. make or cancel an order, booking or
I can compare and contrast alternatives, discuss
what to do, where to go, etc. appointment.

DESCRIPTION ARGUING A CASE PRESENTATIONS SUMMARISING


B1+ I can describe an incident or an accident, making I can develop an argument well enough to be followed I can give a prepared presentation and answer clear I can summarise non-routine information on familiar subjects from
the main points clear. without difficulty most of the time. questions. various sources and present it to others.
I can express my feelings about something that I
have experienced, and explain why I felt that way.

OVERALL WRITING CREATIVE REPORTS: INFO & ARGUMENT CORRESPONDENCE


B1+ I can write about a variety of familiar subjects well I can write a detailed description of an experience, dream I can write about familiar topics, comparing and contrasting I can write letters and emails describing my experiences and
enough for others to follow my story or argument. or imaginary event, including my feelings and reactions. different opinions. feelings.
I can write standard formal letters relating to my field, following a
template.

INTERACTION COMPENSATION REPAIR


B1+ I can join in a discussion on a familiar topic, using a suitable phrase to do so. When I can’t thing of a word, I can explain what I I can repeat what I said in a different way if people do not understand me.
I can sum up what has been said in order to help the discussion to move forward. mean with another word (e.g. a big car for transport I can often correct my mistakes when people help me to see I made a mistake.
things = truck).

RANGE PRECISION LINKING TEXT AND IDEAS ACCURACY FLUENCY SOCIO-LINGUISTIC


B1+ I have a sufficient range of language to describe I can explain the main points relating to I can use connecting words to link I can communicate with reasonable I can express myself relatively easily I can use uncomplicated language to
unusual and predictable situations and to an idea, problem, or argument with sentences into a coherent accuracy in familiar contexts, though when talking freely and keep the interact in a wide range of situations
express my thoughts on abstract or cultural as reasonable precision. sequence, though there may be with noticeable influences from my conversation going effectively without in a neutral way.
well as everyday topics (such as music, films). some “jumps”. mother tongue. help, despite occasional pauses to
plan and correct what I am saying.

EAQUALS/ALTE Portfolio Descriptor Revision Project 6/12 © EAQUALS 2008 www.eaquals.org info@eaquals.org
EAQUALS BANK OF DESCRIPTORS - AS LEVELS

OVERALL LISTENING LISTEN TO INTERLOCUTOR LISTEN IN DISCUSSION LISTEN IN AUDIENCE LISTEN TO TV, FILM LISTEN ANNOUNCEMENTS
B1 I can understand the main points of clear I can understand what is said to me in I can understand the main points of I can follow clearly spoken, I can understand the main points in I can understand simple technical
standard speech on familiar, everyday everyday conversations, but I discussion on familiar topics in straightforward short talks on familiar TV programmes on familiar topics information, such as operating
subjects, provided there is an opportunity sometimes need help in clarifying everyday situations when people topics. when the delivery is relatively slow instructions for familiar types of
to get repetition or clarification sometimes. particular details. speak clearly, but I sometimes need and clear. equipment.
help in understanding details.

OVERALL READING READ FOR ORIENTATION READ INFO & ARGUMENT READ INSTRUCTIONS READ LITERATURE READ CORRESPONDENCE
B1 I can understand the main points in I can find and understand the I can understand the main points in I can follow simple instructions, for I can understand simplified versions I can understand private letters about
straightforward factual texts on subjects of information I need in brochures, leaflets short newspaper and magazine example for a game, using familiar of novels, and follow the story line in events, feelings and wishes well
personal or professional interest well and other short texts relating to my articles about current and familiar types of equipment or cooking a short stories with a clear structure, enough to write back.
enough to talk about them afterwards. interests. topics. meal. with some effort and regular use of a
dictionary.

CONVERSATION DISCUSSION INFORMATION EXCHANGE TRANSACTIONS TELEPHONING


B1 I can start, maintain and close simple face-to-face I can give or seek personal opinions in an informal I can find out and pass on uncomplicated I can manage unexpected things that could I can have simple telephone
conversation on topics that are familiar or of discussion with friends, agreeing and disagreeing factual information. happen on holiday, e.g. needing a dentist or conversations with people I know.
personal interest. politely. getting a bike repaired.
I can express and respond to feelings and attitudes I can help to solve practical problems, saying what I I can ask for and follow detailed directions. I can make arrangements on the telephone
like surprise, happiness, sadness, interest and think and asking others what they think. or in person, e.g. booking flights, hotels,
disinterest. rental cars, restaurants, cinemas, etc.

DESCRIPTION ARGUING A CASE PRESENTATIONS SUMMARISING


B1 I can give descriptions on a variety of familiar I can briefly explain and justify my opinions. I can give a short prepared presentation on a very familiar I can relate the main content of short texts I have read.
subjects related to my interests. area (e.g. “My country”) and answer clear questions.
I can talk in detail about my experiences, feelings
and reactions.

OVERALL WRITING CREATIVE REPORTS: INFO & ARGUMENT CORRESPONDENCE


B1 I can write short, comprehensible connected texts I can write simple texts about experiences or events, for Working to a standard format, I can write very brief reports I can write emails, faxes or text messages to friends or colleagues,
on familiar subjects. example about a trip, describing my feelings and reactions. which pass on routine factual information on matters relating relating news and giving or asking for simple information.
to my field. I can write a short formal letter asking for or giving simple
information.

INTERACTION COMPENSATION REPAIR


B1 I can ask someone to clarify or elaborate what they have just said. When I can’t think of a word, I can use a word meaning something I can ask for confirmation that a form is correct and correct some basic
I can repeat back part of what someone has said to confirm that we understand each other. similar and invite “correction” from the person I am talking to. mistakes if I have time to do so.

QUALITY OF LANGUAGE
B1 I know enough vocabulary to talk about my When I explain something, I can make I can link a series of short phrases I can express myself reasonably I can keep a conversation going, but I can use simple expressions politely
family, hobbies and interests, work, travel, news the other person understand the points into a connected, sequence of accurately in familiar, predictable sometimes have to pause to plan and in a neutral way in everyday
and current events. that are most important to me. points. situations. correct what I am saying. situations.

EAQUALS/ALTE Portfolio Descriptor Revision Project 7/12 © EAQUALS 2008 www.eaquals.org info@eaquals.org
EAQUALS BANK OF DESCRIPTORS - AS LEVELS

OVERALL LISTENING LISTEN TO INTERLOCUTOR LISTEN IN DISCUSSION LISTEN IN AUDIENCE LISTEN TO TV, FILM LISTEN ANNOUNCEMENTS
A2+ I can understand enough of what people I can understand when people talk to I can generally identify changes in I can understand short, simple stories I can follow the main points of TV I can understand the main point in
say to be able to meet immediate needs, me about everyday things, as long as I the topic of discussion around me when told clearly and slowly. news, if people talk slowly and short, clear, simple messages,
provided people speak slowly and clearly. can ask for help. which is conducted slowly and clearly, if I am familiar with the announcements and instructions (e.g.
clearly. subject and if the TV pictures help airport gate changes).
me to understand the story.

OVERALL READING READ FOR ORIENTATION READ INFO & ARGUMENT READ INSTRUCTIONS READ LITERATURE READ CORRESPONDENCE
A2+ I can understand short, simple texts on I can use telephone directories and I can understand the main points in I can understand instructions I can understand short everyday I can understand simple texts, emails
familiar subjects, which consist of high- other reference books to find what I short newspaper / magazine stories, expressed in simple language (for stories about familiar subjects if the and letters from friends or
frequency, everyday or job-related want and understand the most especially when they are illustrated. example public telephones, public text is written in simple language. colleagues, for example saying when
language. important pieces of information, for transport ticket machines, safety we should meet for lunch/dinner or
example price, size (apartments), information, directions). asking me to be at work early.
power (cars, computers).

CONVERSATION DISCUSSION INFORMATION EXCHANGE TRANSACTIONS TELEPHONING


A2+ I can have short conversations with friends and ask I can ask for and give opinions, agree and disagree, I can give and follow simple directions and I can handle most everyday situations, e.g. I can ring friends to exchange news,
and answer simple questions about familiar topics in a simple way. instructions, e.g. explain how to get shopping, eating out and checking travel discuss plans and arrange to meet.
(e.g., weather, hobbies, pets, music, sport). I can discuss different things to do, places to go, somewhere. times.
I can ask and answer simple questions about etc. I can get simple information about travel,
things in the past. (e.g., yesterday, last week, last buying tickets and finding out and passing
year). on information on places, times, costs, etc.

DESCRIPTION ARGUING A CASE PRESENTATIONS SUMMARISING


A2+ I can describe places I like (for example towns, holiday resorts). If I have time to prepare, I can briefly I can briefly present a country, a sports team, I can summarise simple stories I have
I can say what I usually do at home, at work, in my free time. explain and give reasons for my actions a band, etc. to listeners. read, relying on the language used in the
I can describe plans, arrangements and alternatives. and plans. story.
I can describe past activities, events and personal experiences (e.g., what I did at the weekend, on holiday).
I can describe a job or a study experience.

OVERALL WRITING CREATIVE REPORTS: INFO & ARGUMENT CORRESPONDENCE


A2+ I can write about my everyday life in simple I can write very short, basic descriptions of past activities, I can complete a simple questionnaire or standardized report I can write messages, short letters and emails making
sentences (people, places, job, school, family, and personal experiences, for example a recent holiday. form using short sentences. arrangements or giving reasons for changing them.
hobbies, etc.). I can write a short description of an event. I can write short letters or e-mails, telling about everyday things to
people I know well.

INTERACTION COMPENSATION REPAIR


A2+ I can start, maintain, or end a short conversation in a simple way. When I can’t think of a word, I can use a “wrong” or I can often correct basic mistakes in simple structures I have learnt, if I have time and a little help.
I can ask somebody to repeat what they said in a simpler way. simpler word and ask for help.

RANGE PRECISION LINKING TEXT AND IDEAS ACCURACY FLUENCY SOCIO-LINGUISTIC


A2+ I know enough vocabulary for familiar everyday I can generally communicate the main I can use the most important I can use some simple structures I can participate in a longer I can socialise simply but effectively
situations and topics, but I need to search for points of what I want to say, though I connecting words to tell a story (for correctly in common everyday conversation about familiar topics, using the simplest common
the words and sometimes must simplify what I sometimes have to simplify it. example, “first”, “then”, “after”, situations. but I often need to stop and think or expressions and routines.
say. “later”). start again in a different way

EAQUALS/ALTE Portfolio Descriptor Revision Project 8/12 © EAQUALS 2008 www.eaquals.org info@eaquals.org
EAQUALS BANK OF DESCRIPTORS - AS LEVELS

OVERALL LISTENING LISTEN TO INTERLOCUTOR LISTEN IN DISCUSSION LISTEN IN AUDIENCE LISTEN TO TV, LISTEN ANNOUNCEMENTS
FILM
A2 I can understand simple I can understand what people say to I can understand short I can follow changes of I can understand short, clear and simple messages at the airport, railway
information and questions me in simple, everyday conversation, if conversations about family, topic in TV news reports station etc. For example: “The train to London leaves at 4:30”.
about family, people, homes, they speak clearly and slowly and give hobbies and daily life, provided and understand the main I can understand the main information in announcements if people talk
work and hobbies. me help. that people speak slowly and information. very clearly. For example: weather reports, etc
clearly.

OVERALL READING READ FOR ORIENTATION READ INFO & ARGUMENT READ INSTRUCTIONS READ LITERATURE READ CORRESPONDENCE
A2 I can understand short, simple texts I can find the most important I can understand the main points in short, simple I can understand clear instructions. I can understand the man I can understand short simple
containing familiar vocabulary including information in advertisements, news items and descriptions if I already know For example: how to use a points in short, simple, messages from friends. For example:
international words. information leaflets, web pages, something about the subject. For example: news telephone, a cash machine or a everyday stories, especially if e-mails, web chats, postcards or
catalogues, timetables etc. about sport or famous people. drinks machine. there is visual support. short letters.

CONVERSATION DISCUSSION INFORMATION EXCHANGE TRANSACTIONS TELEPHONING


A2 I can ask people how they feel in different situations. For example: “Are you hungry?” or “Are you I can discuss plans with I can ask for and give directions using I can communicate in everyday I can use standard phrases to
ok?” and say how I feel. other people. For example: a map or plan. situations, for example: ordering answer the phone, exchange
I can ask and answer simple questions about home and country, work and free time, likes, and what to do, where to go food and drink, shopping or using simple information, and have a
dislikes. and when to meet. post offices and banks. short telephone conversation with
I can ask and answer simple questions about a past event. For example the time and place of a I can use buses, trains and taxis ask someone I know. For example to
party, who was at the party and what happened there. for basic information about travel arrange to meet them.
I can make and accept invitations, or refuse invitations politely. and buy tickets.
I can make and accept apologies.

DESCRIPTION ARGUING A CASE PRESENTATIONS


A2 I can describe myself, my family and other people. I can explain why I like or dislike something. If I have time to prepare, I can give basic information about
I can describe my education, my present or last job. something I know well, for example: a country, a sports team, a
I can describe my hobbies and interests. band, etc.
I can describe my home and where I live.
I can describe what I did at the weekend or on my last holiday.
I can talk about my plans for the weekend or on my next holiday.

OVERALL WRITING CREATIVE REPORTS: INFO & ARGUMENT CORRESPONDENCE


A2 I can write about myself using simple I can write about things and people I know well I can complete a questionnaire with information I can write a simple message, for example to make or change an invitation or an appointment .
language. For example: information about using simple language. For example: descriptions about my educational background, my job, my I can write a short message to friends to give them personal news or to ask them a question. For
my family, school, job, hobbies, etc. of friends, what happened during the day. interests and my skills. example: a text message or a postcard.

INTERACTION COMPENSATION REPAIR


A2 I can start a conversation. When I can’t think of a word in a shop, I can point to I can check written sentences to look for mistakes (e.g. subject-verb agreement; pronoun and article
I can say what exactly I don’t understand and ask simply for clarification. something and ask for help. agreement).

RANGE PRECISION LINKING TEXT AND IDEAS ACCURACY FLUENCY SOCIO-LINGUISTIC


A2 I have enough vocabulary to I can communicate what I want to say in a I can link ideas with simple I can use correctly simple phrases I have learnt I can make myself understood with I can talk to people politely in short
communicate in simple everyday simple and direct exchange of limited connectors. For example: "and”, for specific situations, but I often make basic short, simple phrases, but I often social exchanges, using everyday
situations. information; in other situations I generally "but" and "because”. mistakes – for example mixing up tenses and need to stop, try with different words forms of greeting and address.
have to compromise the message. forgetting to use the right endings. – or repeat more clearly what I said.

EAQUALS/ALTE Portfolio Descriptor Revision Project 9/12 © EAQUALS 2008 www.eaquals.org info@eaquals.org
EAQUALS BANK OF DESCRIPTORS - AS LEVELS

OVERALL LISTENING LISTEN TO INTERLOCUTOR LISTEN IN DISCUSSION LISTEN IN AUDIENCE LISTEN TO TV, FILM LISTEN ANNOUNCEMENTS
A1+ I can understand people if they speak very I can understand simple questions and I can understand when people are I can understand figures and times
slowly and clearly about simple everyday instructions addressed carefully and talking about themselves and their given in clear announcements, for
topics. slowly to me. families if they speak very slowly and example at a railway station.
clearly, using simple words.
I can understand people describing In a shop I can understand the price of I can understand simple directions
objects and possessions (e.g. colour and an article, if the salesperson helps me how to get from X to Y, on foot or by
size). understand. public transport, provided that people
speak very slowly and very clearly.

OVERALL READING READ FOR ORIENTATION READ INFO & ARGUMENT READ INSTRUCTIONS READ LITERATURE READ CORRESPONDENCE
A1+ I can very slowly read very short, simple I can find basic information in posters, I can understand information about I can follow short simple written I can understand short simple
texts by understanding familiar names, adverts or catalogues. people (place of residence, age, etc.) directions (e.g. how to go from X to greetings and messages e.g. on
words and basic phrases. in a text if there is visual support. Y). birthday cards, party invitations or in
SMS phone messages.

CONVERSATION DISCUSSION INFORMATION EXCHANGE TRANSACTIONS TELEPHONING


A1+ I can ask how people are and react to news. I can describe clothes or other familiar objects and I I can ask where to find a book or other familiar objects I can understand simple phone messages, e.g. 'We're
I can ask and answer simple questions and respond can ask about them. and can also answer such questions. arriving tomorrow at half past four'.
to simple statements on very familiar topics (e.g., I can indicate time by such phrases as ”next week”, I can ask simply for directions (“Where is the bank?”). On the phone I can provide basic, prepared information, e.g.
family, student life), if I can get help. ”last Friday”, ”in November”, ”three o’ clock”. I can ask people for things and give people things. my name, address, telephone number, my request.

DESCRIPTION
A1+ I can introduce myself, for example say my name, where I come from and what I do.
I can describe my family simply, for example who the members of my family are, how old they are and what they do.
I can describe where I live.
I can describe what I like and what I don’t like (for example with regard to sports, music, school, colours).
I can use simple words to describe something, (for example its size, shape or colour).
I can describe what I can do and can’t do and what other people or animals can or can’t do.

OVERALL WRITING CREATIVE REPORTS: INFO & ARGUMENT CORRESPONDENCE


A1+ I can write simple sentences about myself, for I can complete a questionnaire with my personal details. I can write a simple postcard (for example where I am, how the
example where I live and what I do. weather is and my feelings about my holiday).

INTERACTION COMPENSATION REPAIR


A1+ I can very simply ask somebody to speak more slowly. When I don’t know a word I can invite help with
I can very simply ask somebody to repeat what they said more slowly. gesture.

RANGE PRECISION LINKING TEXT AND IDEAS ACCURACY FLUENCY SOCIO-LINGUISTIC


A1+ I have a basic repertoire of phrases to talk about I can communicate limited information I can join phrases with words like I can use correctly some simple I can speak slowly in a series of very I can greet people, ask for things and
myself and communicate in common everyday about myself, my family and my job in a “and” “but”, or “because” "then”. structures that I have memorized. short phrases, stopping and starting say goodbye correctly.
situations. simple and direct exchange. as I try and say different words.

EAQUALS/ALTE Portfolio Descriptor Revision Project 10/12 © EAQUALS 2008 www.eaquals.org info@eaquals.org
EAQUALS BANK OF DESCRIPTORS - AS LEVELS

OVERALL LISTENING LISTEN TO LISTEN IN DISCUSSION LISTEN IN AUDIENCE LISTEN TO TV, FILM LISTEN ANNOUNCEMENTS
INTERLOCUTOR
A1 I can understand simple words and phrases, I can understand basic greetings and When listening to a conversation, I I can recognise my flight number in
like "excuse me", "sorry", "thank you", etc. leave taking, like “Hello”, “good bye”, can understand words and short short, clear and simple messages at
I can understand the days of the week and “good morning”, etc. sentences, provided that people international airports.
months of the year. I can understand simple personal speak very slowly and very clearly.
I can understand times and dates. questions when people speak slowly
I can understand numbers and prices. and clearly. (e.g. What’s your name?”
“How old are you?” “What’s your
address?” etc.).

OVERALL READING READ FOR ORIENTATION READ INFO & ARGUMENT READ INSTRUCTIONS READ LITERATURE READ CORRESPONDENCE
A1 I can recognise names, words and phrases I I can understand words and phrases I can understand simple forms well I can understand very simple In everyday situations I can
know and use them to understand very on everyday signs (for example enough to give basic personal details instructions if they are supported by understand simple messages written
simple sentences if there are pictures. "station”, "car park”, "no parking”, (e.g., name, address, date of birth). pictures and if I know this type of by friends or colleagues, for example
""no smoking”, "keep left”). instructions. "back at 4 o’clock”.

CONVERSATION DISCUSSION INFORMATION EXCHANGE TRANSACTIONS TELEPHONING


A1 I can use basic greeting and leave taking expressions. I can ask people questions about where they I can buy things in shops where pointing or I can answer the phone, give my name
I can ask how people are. live, people they know, things they have, etc. other gestures can support what I say. and answer very simple questions (e.g.
I can interact in a simple way, asking and answering basic questions, if I can repeat, and answer such questions addressed to me I can use and understand simple numbers in “When is Mrs Jones back?”).
repair and get help. provided they are articulated slowly and everyday conversations (for example in
I can ask and answer (simple personal) questions, like "What’s your name?", "How clearly. prices or telephone numbers).
old are you?" if the other person speaks slowly and is very helpful.

DESCRIPTION
A1 I can give personal information (address, telephone number, nationality, age, family, and hobbies).
I can very simply describe myself and my family.
I can very simply describe where I live.

OVERALL WRITING CREATIVE REPORTS: INFO & ARGUMENT CORRESPONDENCE


A1 I can write about myself and where I live, using I can understand a hotel registration form well enough to give the most important I can write a greeting card, for example a birthday card.
short, simple phrases. information about myself (name, surname, date of birth, nationality).

INTERACTION COMPENSATION REPAIR


A1 I can establish contact with people using simple words and phrases and gestures.
I can say when I do not understand.
I can very simply ask somebody to repeat what they said.

RANGE PRECISION LINKING TEXT AND IDEAS ACCURACY FLUENCY SOCIO-LINGUISTIC


A1 I have a very basic repertoire of words and I can communicate very basic I can join simple phrases with words I can use memorised, short phrases I can speak in very short phrases and I can use the simplest everyday
simple phrases about family and personal information about myself and my family like “and” or “then”. for specific purposes with reasonable isolated words. polite forms of greetings and
details, plus simple everyday situations. in a simple way. accuracy. farewells; introductions; saying
“please”, “thank you”, “sorry”, etc.

EAQUALS/ALTE Portfolio Descriptor Revision Project 11/12 © EAQUALS 2008 www.eaquals.org info@eaquals.org
EAQUALS BANK OF DESCRIPTORS - AS LEVELS

THE EAQUALS “CAN DO” SPECIAL INTEREST PROJECT - NOTES


The revision of EAQUALS/ALTE European Language Portfolio (ELP) descriptors was undertaken in order to:
a. develop descriptors for “plus levels”
b. fill gaps in the original EAQUALS/ALTE ELP checklists by looking back at the original CEFR descriptors, and also at entries in other ELPs
c. provide systematic coverage of a specific number of categories, and
d. further develop the descriptors for strategies.
As with the original Swiss and EAQUALS/ALTE checklists, formulation of descriptors remains close to the CEFR original: Listening and Reading each have
overall comprehension plus 5 sub-categories; Spoken Interaction has 5 categories; Spoken and Written Production each have 4 categories; Strategies has 3
categories, and Quality of Language has 6 categories. The total numbers of descriptors for each level and area are as follows:

Listening Reading Spoken Spoken Writing Strategies Quality TOTAL


interaction production
C2 7 6 4 4 6 4 6 37
C1+ 5 6 4 5 4 4 6 34
C1 6 6 4 5 4 3 6 34
B2+ 6 7 6 5 4 4 6 38
B2 7 6 6 5 5 5 6 40
B1+ 6 6 8 5 5 5 6 41
B1 6 6 9 5 5 4 6 41
A2+ 6 6 8 7 5 4 6 42
A2 6 6 10 8 5 4 6 45
A1+ 7 5 9 6 3 3 6 39
A1 8 5 8 3 3 3 6 36

Produced through: EAQUALS wishes to thank all members of the Can Do project group for
- Analysis of the Council of Europe’s Portfolio Descriptor Bank their contributions to this project, especially the Core Group who gave
- Drafting of missing descriptors their time for two or more of the workshops:
- Workshops: Hannan Khalifa, Cambridge ESOL
o Paris, April 2008 Fred Brookes, Inlingua Basel
o London, June 2008 Tim Goodier, Eurocentres London Central
o Cambridge, September 2008 Elzbieta Jarosz, Bell Krakow
o Lisbon, November 2008 Laura Muresan, QUEST (Romanian Quality Association)
Ángeles Ortega, Servicio de Ordenación Académica de Idiomas, Ministerio de
NB: Descriptors for Strategies did not go through this process.
Educación, Política Social y Deporte (Spain)
Zoltán Rozgonyi, NYESZE (Hungarian Quality Association)
Brian North, Zürich, 1st December 2008
Darren Shaw, International House, Newcastle

EAQUALS/ALTE Portfolio Descriptor Revision Project 12/12 © EAQUALS 2008 www.eaquals.org info@eaquals.org