CEFR: Language knowledge scales

Language awareness

I want to sell many dolls. (a lot of)

Why do you give those information
in an advertis(e)ment? (this)
I will move to other city so I want to
sell it. (another)
It was really interesting to hear about
all the different people and theirs
[backgrounds]. (their)
 CEFR general lexical,
grammatical, orthographic and
phonological scales
Vocabulary Range Vocabulary Control
B1
Has a sufficient vocabulary to express
B1
him/herself with some circumlocutions Shows good control of
on most topics pertinent to his/her elementary vocabulary but
everyday life such as family, hobbies
and interests, work, travel, and current
major errors still occur when
events. expressing more complex
Has sufficient vocabulary to conduct thoughts or handling
routine, everyday transactions unfamiliar topics and
involving familiar situations and topics.
A2
situations.
Has a sufficient vocabulary for the A2
expression of basic communicative
needs. Can control a narrow
Has a sufficient vocabulary for coping repertoire dealing with
with simple survival needs. concrete everyday needs.
 Language syllabus

There are many important projects linked to

CEFR which have given insight into the
language areas that are implied in its
skills specification.

Waystage and Threshold specification

English Profile

Handout 26
English Vocabulary Profile
(EVP)
http://www.englishprofile.org

Handout 27
 Lexical progression

A1 A2 B1 B2 C1

TAKE Take a Take a bus Take part Take a Take the

[tr.] book deep matter
breath further

Take a Take an Take a nap Take a

picture exam chance

Take care Take place Take

sb/sth
seriously
Take a
keen
interest
 The English Grammar Profile

is based on data from the Cambridge Learner Corpus

analyses which aspects of English grammar are typically
mastered at each CEFR level. Look at this example for
may
A2 Weak possibility: "The weather may be hot.
B1 Formal permission: "May I borrow your bike?
C1 'May well': "You may well find that this is not the case.
C2 'May as well': "We may as well go home."
provides guidance on which grammatical features
characterise learners output at each level of the CEFR,
i.e. criterial features.
is publicly available free-of-charge for non-commercial
use: http://
www.englishprofile.org/english-grammar-profile
Handout 28
 Reflection

What would a curriculum based on

the CEFR prioritise: meaning or
language form?
Would a CEFR curriculum prioritise:
development of knowledge about
language or development of
language skills?
How might we describe place of
grammar and vocabulary in CEFR-
oriented curriculum?