Common European Framework of Reference for Languages (CEFR) based exams.

3. A CAMBRIDGE ESOL EXAMINATION IS A LIFELONG
QUALIFICATION WHICH SHOWS YOU HAVE ACHIEVED A
CERTAIN LEVEL OF PROFICIENCY IN THE ENGLISH LANGUAGE.
•KET – Elementary Level Exam:
82 to 150 for Cambridge English
•PET – Intermediate Level Exam:
102 to 170 for Cambridge English
•FCE – Upper Intermediate Level:
122 to 190 for Cambridge English
•CAE – Advanced Level Exam:
142 to 210 for Cambridge English
•CPE – Proficiency Level Exam:
162 to 230 for Cambridge English
•BEC – Business English Exam

4. BACKGROUND
• Common European framework for languages was needed to improve the recognition of language qualifications and help teachers
co-operate, eventually leading to improved communication and cooperation among language teachers in Europe Since the 1970s
the council of Europe has promoted an action-oriented approach to the description of language use.
• In 1991 the Swiss federal authorities held an intergovernmental symposium in Rüschlikon, Switzerland, on "transparency and
coherence in language learning in Europe: objectives, evaluation, certification".
• Based on earlier COE work: especially, the threshold level (Van Ek, 1975) and the notional-functional approach (Wilkins, 1976).
• It was put together by the council of Europe as the main part of the project "language learning for European citizenship" between
1989 and 1996.
• It was developed by an international working party (John Trim, Daniel Caste, Brain North & Joe Sheils) between 1993 and 1996,
followed by review and revision.
• In November 2001 a European union council resolution recommended using the CERF to set up systems of validation of language
ability. Then, published in 2001, by the council of Europe (COE)
• Introduced six common reference levels: A1 (lowest), A2, B1, B2, C1, C2 (highest) - often expanded to nine with A2+, B1+, and B2+

5. RESULTS OF THE SYMPOSIUM
• A project to develop levels of proficiency, to lead on to the creation of a "European language
portfolio"
• Certification in language ability which can be used across Europe

6. HISTORICAL OVERVIEW OF THE
DEVELOPMENT OF THE CEFR
1960’s: language learning for
communication initiatives
Focused on:
• Language learning for communication
• Promoting a learner centered
• Actional and positive approach.
1970’s: specifications for language learning objectives.
Focusing on scope and levels:
• Linguistic, Sociolinguistic, Discourse, Socio-cultural,
and social competence.
• 1990 -> the council of Europe developed a
comprehensive framework for language learning,
teaching and assessment in general.
• 2001: the official version was launched in January
2001

7. MAIN PURPOSE
• To provide A method of learning, teaching and assessing which applies to all languages in Europe.
• A carefully developed descriptive framework with the aims to:
– To encourage the development of language skills, so that people could be working more effectively,
– To examine and define what we can do with A language,
– To help us compare the language level of individuals from different countries in an accurate and
impartial way,
– To encourage learner ’S autonomy and lifelong learning.
In order to:
• Promote and facilitate cooperation among educational institutions in different countries;
• Provide a sound basis for the mutual recognition of language qualifications;
• Assist learners, teachers, course designers, examining bodies and educational administrators to situate and
co-ordinate their efforts

8. This system makes it possible to:
•Establish learning and teaching objectives
•Review curricula
•Design teaching materials and
•Provide a basis for recognizing language qualifications thus facilitating
educational and occupational mobility.
•Learning, teaching, assessment
•Relating examinations to the CEFR
•Levels, descriptors and content specifications

9. SKILLS TO BE DEVELOPED
•The common European framework of reference for
languages defines the capabilities that a student must
control in each of the levels for categories:
• Understanding category which integrates listening skills and reading
comprehension
• Speaking category integrates oral interaction
• Writing category includes the skill of writing

10. SECTIONS
• READING COMPREHENSION (CEFR)
• LISTENING COMPREHENSION (CEFR)
• WRITING (CEFR)
Structures, Vocabulary, No Overall Section (Nor Grade & Feedback)
From Beginners to Advanced

11. SIX LEVELS OF FOREIGN LANGUAGE PROFICIENCY
• A BASIC USER
• A1 BREAKTHROUGH
• A2 WAY STAGE
• B INDEPENDENT USER
• B1 THRESHOLD
• B2 VANTAGE
• C PROFICIENT USER
• C1 EFFECTIVE OPERATIONAL PROFICIENCY
• C2 MASTERY

13. RUBRIC WITH DESCRIPTORS
Qualitative aspects of spoken
language:
Accuracy
Fluency
Interaction
Coherence
Reading
Method used by The Fast Track Program

17. B2: VANTAGE
• The capacity to achieve most goals and express oneself on a range of topics.
• Cambridge English first (FCE)
• IELTS 5-6.5
• TOEFL ibt 87-109

18. • Listening : 40 minutes 20%
• Reading and use of English: 1h15 minutes 40%
• Writing: 1h20 minutes 20%
• Speaking:14 minutes 20%
• Pass: 60

19. C1: EFFECTIVE OPERATIONAL PROFICIENCY
• The ability to communicate with the emphasis on how well it is done, in terms of
appropriateness, sensitivity and the capacity to deal with unfamiliar topics
• Cambridge English Advanced (CAE)
• IELTS 7-8
• TOEFL ibt 110-120

20. CAE: WHAT’S THE CAMBRIDGE
ENGLISH ADVANCED LIKE?

21. Key facts
CEFR level: C1 What's this?
Scale score: 180–199 What's this?
Test format: Computer or paper-based
No. of papers: 4
Exam length: About 4 hours

22. Paper Content Purpose
Reading and Use of English
(1 hour 30 minutes)
8 parts/
56 questions
Shows you can deal confidently with different types of text, such as
fiction, newspapers and magazines. Tests your use of English with
different types of exercise that show how well you can control your
grammar and vocabulary.
Writing
(1 hour 30 minutes)
2 parts You create two different pieces of writing, such as essays, letters/emails,
proposals, reports and reviews.
Listening
(about 40 minutes)
4 parts/
30 questions
Tests your ability to follow and understand a range of spoken materials,
such as interviews, radio broadcasts, presentations, talks and everyday
conversations.
Speaking
(15 minutes per pair of
candidates)
4 parts Tests your ability to communicate effectively in face–to–face
situations. You will take the Speaking test with another
candidate.

23. Reading and use of English – 1h 30 minutes (8 parts)
• Part 1 - multiple-choice cloze 8 questions
• Part 2 - open cloze, text with gaps 8 questions
• Part 3 - word formation 1 text with 8 gaps
• Part 4 - key word transformations_6 questions (up to 2 marks each)
A sentence, a ‘key’ word and a 2nd sentence with a gap in the middle. Use this key word to complete the 2nd
sentence, in 3 to 6 words, so that it means the same as the 1st sentence.
• Part 5 - multiple choice 6 questions (up to 2 marks each)
Details, opinion, tone, purpose, main idea, implication, attitude.
• Part 6 - gap text (2 marks each)
Four short texts with multiple-matching questions.
• Part 7 - multiple matching, 10 questions (1 mark each)
A single page of text with some numbered gaps which represent missing paragraphs. Read the text and the
paragraphs and decide which paragraph best fits each gap

24. LISTENING – 40 minutes (4 parts)
• Part 1 - multiple choice 6 questions
Three short extracts from conversations between interacting speakers.
• Part 2 - sentences completion 8 questions
A monologue lasting approximately 3 minutes.
• Part 3 - multiple choice 6 questions
A conversation between two or more speakers of approximately 4 minutes. You have to answer
from four options (A, B C or D).
• Part 4 - multiple matching 7 questions from 1 long conversation
A series of 5 themed monologues of approximately 30 seconds each.
There are 2 tasks and for each task you have to match each of the 5 speakers to 1 of 8 possible
answers.

25. SPEAKING 15 Minutes (4 Parts)
• Part 1 - interview 2 minute conversation between the candidates and the interlocutor.
• Part 2 - long turn 5 minute comparing, describing , expressing opinions, speculating.
• Part 3 - collaborative task 3 minutes talk with the other candidate and make a decision.
• Part 4 - discussion 5 minute justifying or expressing opinion

26. WRITING – 1h 30 minutes ( for the 2 parts)
• Part 1 - an essay (220–260 words)
You read a text, then write an essay based on points included in the text. You’ll be asked to
explain which of the two points is more important, and to give reasons for your opinion.
• Part 2 - 1 out of 3: (220-260 words)
Choices: an essay, a letter/an email, a review, a report, a proposal.

27. 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.
• Cambridge English Proficiency (CPE)
• • IELTS 8.5-9

28. Paper Content Purpose
Reading and Use of English
(1 hour 30 minutes)
7 parts/
53 questions
Shows you can deal confidently with different types of text, such as fiction
and non-fiction books, journals, newspapers and manuals.
Writing
(1 hour 30 minutes)
2 parts Requires you to be able to write a variety of text types, such as essays,
reports and reviews.
Listening
(about 40 minutes)
4 parts/
30 questions
Requires you to be able to follow and understand a range of spoken
materials, such as lectures, speeches and interviews.
Speaking
(16 minutes per pair of candidates)
3 parts Tests your ability to communicate effectively in face-to-face situations.

29. C2 PROFICIENCY
Reading
• The reading section consists of parts 1, 5, 6 and 7 of the reading and use of English paper. Correct
answers in parts 1 and 7 are worth 1 mark each. Correct answers in parts 5 and 6 are worth 2
marks each. There are 44 possible marks in the reading section.
Use of English
• The Use of English section consists of Parts 2, 3 and 4 of the Reading and Use of English paper.
Correct answers in Parts 2 and 3 are worth 1 mark each. In Part 4, answers which are partly correct
receive 1 mark and answers which are completely correct receive 2 marks. There are 28 possible
marks in the Use of English section.

30. Listening
• Correct answers in the listening paper are worth 1
mark each. There are 30 possible marks in the
listening paper.
SPEAKING
• Candidates take the test in pairs, but are assessed on their
individual performance by trained examiners certificated to
examine at the level. Candidate speaking performances are
assessed using scales which are linked to the CEFR. The assessor
gives 0–5 marks for each of the following criteria: Grammatical
Resource; Lexical Resource; Discourse Management;
Pronunciation; and Interactive Communication.
• Marks for each of these criteria are doubled. The interlocutor gives
a mark of 0–5 for Global Achievement. This mark is then multiplied
by five. Examiners may award half marks. Marks for all criteria are
then combined, meaning there are 75 marks available in the
Speaking test.
Writing
• Candidates’ answers in the Writing paper
are marked by trained examiners who are
certificated to mark at the level. Answers
are marked using assessment scales which
are linked to the CEFR. 0–5 marks are given
for each of the following criteria: Content;
Communicative Achievement;
Organization; and Language. Whole marks
only are awarded; there are no half marks
given. Marks for each of the criteria are
combined to give 20 possible marks for
each question. There are 40 possible marks
for the whole paper.