1. Spoken Limited communicator Basic Advance MARK
interaction (3) communicator communicator
(2) (1)
message/ can express simple can get across the gets the message
manner ideas related to the main content of the across fully, in an
topic at hand, with help message, with an interesting way with
and patience from the acceptable manner a suitable manner and
other speaker and tone tone
flow can manage short can keep going is able to keep going
‘strings’ of a few within and across both within and
words, and can take turns at a slower across turns, for quite
part in very short speed, with the long stretches at
exchanges, eg question- ‘meaning’ not too reasonable speed;
answer broken up by links/binds speech
pausing; some use with the help of a
of discourse variety of ‘discourse
markers, eg just, I markers’ like well,
mean sort of, just, you see,
I mean …
vocabulary can use some simple can produce the is able to select the
phrases and words words and phrase most appropriate and
relating to most necessary to express idiomatic words and
familiar themes ideas in a basic but phrases to suit the
understandable way topic and the tone
grammar can use some basic has enough control has good control over
structures to express over basic the basic
simple ideas structures to put grammatical
ideas together in an structures, with few
understandable systematic errors
way, despite errors
under- can understand is able to is able to understand
standing essential points made understand the main more or less
by a clear speaker who points of whatever is said to
makes great allowances predictable him/her in good
and is very helpful messages expressed English, and able to
in an uncomplicated clear up any
way misunderstandings
pronunc/ is able to pronounce pronounces most is able to pronounce
intonation familiar words and words and phrases almost all words and
phrases in such a way understandably; phrases used, with
that they can be intonation does not intonation supporting
understood. normally interfere the message/tone
with the message
Total
Adapted from the Bergen Cando Project http://www.ecml.at/cando/files/start.htm, but
having the curriculum and the CEFR as the reference.
