EUROPEAN INSTITUTIONS
ENGLISH LANGUAGE PROGRAMME - LEVEL 1
At the end of this standard A1 course, learners will be able to understand and use familiar everyday expressions and very basic phrases aimed at
the satisfaction of needs of a concrete type, introduce themselves and others and ask and answer questions about personal details such as
where they live, people they know and things they have, interact in a simple way provided the other person talks slowly and clearly and is
prepared to help. They will be also able to do the following:
1. LANGUAGE SKILLS
RECEPTION ACTIVITIES
LISTENING
READING
• follow short, simple instructions.
• follow speech that is very slow and carefully articulated, with long
pauses for them to assimilate meaning.
• understand everyday expressions aimed at the satisfaction of simple
needs delivered in clear, slow and repeated speech, for example
greeting and taking leave of colleagues.
• understand questions and instructions addressed carefully.
• follow short, simple written directions.
• understand basic informational material (timetables, brochures,
etc.).
• understand short, simple messages via social media or email.
• understand very short, simple texts a single phrase at a time,
picking up familiar names, words and basic phrases and rereading
as required.
PRODUCTION ACTIVITIES
SPOKEN
WRITTEN
• describe themselves, what they do and where they live.
• express agreement, disagreement / feelings / likes, dislikes /
preferences (when choosing an activity or arranging a meeting, etc).
• describe simple aspects of their everyday life in a series of simple
sentences, using simple words and basic phrases.
• give simple descriptions / instructions / opinions / suggestions
(during formal and informal discussions with colleagues).
• produce simple, mainly isolated phrases about people, places and
work.
• use basic punctuation.
• complete a simple form with personal and professional details
(e.g. signing on to an online platform, programme, etc.).
• spell programme vocabulary correctly.
• write simple, isolated phrases and sentences about themselves
and the workplace (e.g. introducing yourself to a new colleague).
INTERACTION ACTIVITIES
SPOKEN
WRITTEN
ONLINE
• ask for repetition / help.
• ask and answer simple questions.
• give and understand simple directions
(e.g. moving around in the workplace).
• initiate and respond to simple
statements.
• interact in a simple way with colleagues
(e.g. during a coffee break).
• make simple arrangements.
• offer / invite / accept / refuse / request.
• show social and professional interest.
• ask for or pass on personal details in
written form (e.g. in administrative
documents.
• leave a simple message giving
information on e.g. where they have
gone, what time they will be back. (e.g.
‘Meeting: back at 5 p.m.’).
• write a short, very simple message (e.g.
a text message) to give them a piece of
information or ask a question.
• complete a very simple online application,
providing basic personal information, such as
name, e-mail address or telephone number (e.g.
to book a ticket, request a visa, make an
appointment).
• use formulaic expressions and combinations of
simple words to post short positive and negative
reactions to simple online postings and their
embedded links and media, and can respond to
further comments with standard expressions of
thanks and apology.
• write very simple messages and personal online
postings as a series of very short sentences about
hobbies, likes/dislikes, etc., relying on the aid of a
translation tool.
establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you,
sorry etc.
PRAGMATIC SKILLS
• Coherence and cohesion: link words or groups of words with very
basic linear connectors like 'and' or 'then'.
• Precision: communicate basic information about personal details
and needs of a concrete type in a simple way.
• Spoken fluency: manage very short, isolated, mainly pre-packaged
utterances, with much pausing to search for expressions, to
articulate less familiar words, and to repair communication.
GENERAL LINGUISTIC RANGE
• Have a very basic range of simple expressions about personal details and needs of a concrete type.
Vocabulary
Grammatical accuracy
Phonological control
Orthographic control
• demonstrate a basic vocabulary
repertoire of words and
phrases related to particular
concrete situations.
• show only limited control of a
few simple grammatical
structures and sentence
patterns in a learnt repertoire.
• pronounce a very limited
repertoire of learnt words and
phrases that can be understood
with some effort by
interlocutors used to dealing
with speakers of the language
group concerned.
• reproduce correctly a limited
range of sounds as well as the
stress on simple, familiar words
and phrases.
• copy familiar words and
short phrases (e.g. simple
signs or instructions) and
set phrases used regularly.
• use basic punctuation (e.g.
full stops, question
marks).
2. LINGUISTIC COMPONENTS
SOCIOCULTURAL THEMES
• Alphabet
• Countries, nationalities
• Daily routine
• Days, weeks, months, dates, seasons
• Directions
• Feelings and emotions
• Food and drink
• Hobbies
• Numbers - cardinal, ordinal
• Personal information - civil status, age, birthday, family…
• Places and buildings (office, restaurant etc.)
• Professions
• Public signs
• Time
• Transport
LEXICAL AREAS
• Basic conjunctions - and, but, because...
• International words
• Simple time indicators - yesterday, today, tomorrow…
GRAMMAR TOPICS
• Adjectives - quality, quantity, comparative, superlative - simple forms
• Adverbs - place and frequency
• Articles – definite / indefinite
• Basic sentence structure - subject, verb, object
• Contractions
• Countable / uncountable - introduction
• Imperative
• Interrogative forms – inversions, could, can
• Modals – can, have to, may, could
• Possessive s
• Prepositions - time, movement, place, transport
• Present simple
- affirmative, negative, interrogative
- to be, to have, can, common verbs
• Present continuous
- affirmative, negative, interrogative
• Pronouns
- demonstrative: this, that, these …
- object: me, you, it …
- possessive: my, his, your…
- subject: I, you, he …
• Singular / plural forms
----------------------------------------------------------------------• Past simple - introduction
- ‘ed’ verbs
- common irregular verbs - did, was, had …
PRONUNCIATION
• Basic sentence stress
Strong sounds
- verbs, nouns, adjectives, question words, short answers
Weak sounds
- pronouns, auxiliary verbs, prepositions
• Numbers - ty / teen
• Past tense endings regular verbs: /d/, /t/ and /id/
• Plurals
- /s/ /z/ pronounced /iz/
- voiced after vowels and diphthongs
- unvoiced [p t k f θ] /s/
• Third person- /s/,/iz/,/z/
• Vowel sounds - live / leave, can / can’t
WRITING CONVENTIONS
• Basic punctuation I
• Capitalisation I - names and titles
• Sentence formation
3. METHODOLOGY
The teaching approach combines structure and flexibility based on the Companion Volume to the Common European Framework of Reference
for Languages (CEFR) and centered around EI-relevant task-based activities with the aim of developing transferable skills for independent,
lifelong learning. All courses are given solely in the target language and ...
• are balanced, giving equal weighting to the 4 main skills.
• are based on a spiral curriculum with interlinking lessons.
• include a variety of learning methods: deductive, inductive, active
and collaborative.
• are learner centered.
• encourage self-regulated learning and learner autonomy.
• focus on the ability to use the target language in socially and
culturally appropriate ways.
• have clear measurable outcomes.
• are fully adapted to all learning environments – traditional
classroom, distance learning, etc.
Welcome and warm up phase involving a general discussion of current events or the learners’ activities over the past week in order to provide
an informal transition into the target language.
Revision phase reviewing the topics covered during the previous lesson as well as the correction of any homework.
Presentation of the day’s programme introducing the overall theme, language objectives, functions, phases and activities planned for that day.
Theoretical work phases covering lexical areas, grammar and written and pronunciation work as described in the programme.
Practical application phases including all four skills: listening comprehension, oral production and interaction, reading comprehension, written
production and interaction.
Collaborative activities to promote interaction and the use of spontaneous and practical language between the participants.
Consolidation phase summarising all topics covered during the lesson.
Continuous evaluations: 4 short assessments, one for each skill, to be done at regular intervals throughout the course. Total 40%.
Final evaluation: formal end-of-session exam covering the content of the course programme as well as content reviewed during previous levels.
Total 60%.
The target objectives are based on the CEFR descriptions for each level.
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.
It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a lifelong basis.
CEFR Companion Volume with new descriptors
EUROPEAN INSTITUTIONS
ENGLISH LANGUAGE PROGRAMME - LEVEL 2
At the end of this standard A2.1 course, learners will be able to understand sentences and frequently used expressions related to areas of most
immediate relevance, communicate in very simple and routine tasks requiring a simple and direct exchange of information on professional,
familiar and routine matters, describe in very simple terms aspects of his/her background, immediate environment and matters in areas of
immediate need. They will be also able to do the following:
1. LANGUAGE SKILLS
RECEPTION ACTIVITIES
LISTENING
READING
• catch the main point in short, simple messages and announcements.
(e.g. at the airport on the way to a mission).
• follow in outline short, simple social exchanges, conducted very
slowly and clearly. (e.g. in shops, public services and in the office).
• follow short, simple instructions.
• understand phrases and expressions related to areas of most
immediate priority: basic personal information, local geography,
employment, provided speech is clearly and slowly articulated.
• understand short, simple texts containing the highest frequency
vocabulary, including a proportion of shared international
vocabulary terms (e.g. accommodation)
• understand simple, brief instructions provided that they are
illustrated and not written in continuous text (e.g. how to
participate in an online meeting).
• understand simple informational material such as brochures,
timetables (in order to plan a mission).
PRODUCTION ACTIVITIES
SPOKEN
WRITTEN
• describe EU buildings and locations to a new colleague.
• describe places and possessions in simple terms.
• give simple advice, positive / negative opinions.
• give simple descriptions or presentations of people, living or working
environment, daily routines, current EU job, past careers.
• relate simple events in the past and predict (e.g. a department
project).
• talk about basic future plans / make simple predictions.
• use basic punctuation.
• give their impressions and opinions in writing about topics of
personal interest using basic everyday vocabulary and expressions.
• write simple messages to exchange information with their
colleagues.
• write simple emails to make arrangements with your colleagues.
INTERACTION ACTIVITIES
SPOKEN
WRITTEN
ONLINE
• communicate in simple and routine
tasks requiring a simple and direct
exchange of information on familiar
matters to do with work and free time.
• handle short social exchanges.
• make professional arrangements.
• say what they think when addressed
directly in a formal meeting, provided
they can ask for repetition of key points
if necessary.
• make telephone calls using standard
phrases (e.g. to make, cancel, postpone
a meeting).
• fill in personal and other details on most
everyday forms.
• write short, simple notes, emails and
text messages: send a reply to an
invitation, confirm or change an
arrangement.
• write short, simple notes relating to
matters in areas of immediate need (e.g.
absences, sickness, etc.).
• write very simple personal letter
expressing thanks and apology in both
professional and private life.
• engage in basic social communication online:
writing a simple message on a virtual card for a
special occasion, sharing news and
making/confirming arrangements to meet.
• make simple online transactions (such as
enrolling on a course) by filling in an online form
or questionnaire, providing personal details and
confirming, etc.
• respond to simple instructions and ask simple
questions in order to accomplish a shared task
online with the help of a supportive interlocutor
(e.g. communicating with a service provider).
SOCIOLINGUISTIC APPROPRIATENESS
• handle very short social exchanges, using everyday polite forms of
greeting and address.
• make and respond to invitations, suggestions, apologies etc.
PRAGMATIC SKILLS
• Coherence and cohesion: link groups of words with simple
connectors (e.g. with ‘but’ and ‘because’).
• Flexibility: expand learned phrases through simple recombinations
of their elements.
• Propositional precision: communicate what they want to say in a
simple and direct exchange of limited information on familiar and
routine matters.
• Spoken fluency: construct phrases on familiar topics with
sufficient ease to handle short exchanges, despite very noticeable
hesitation and false starts.
• Thematic development: give an example of something in a very
simple text using ‘like’ or ‘for example.’
• Turn taking: initiate, maintain and close simple, face-to-face
conversation.
GENERAL LINGUISTIC RANGE
• Produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs,
requests for information.
Vocabulary
• control a narrow repertoire
dealing with concrete everyday
needs.
• demonstrate a sufficient
vocabulary for the expression
of basic communicative needs.
Grammatical accuracy
• use some simple structures
correctly, but still
systematically makes basic
mistakes; nevertheless, it is
usually clear what they are
trying to say.
Phonological control
Orthographic control
• use pronunciation that is
generally clear enough to be
understood, but conversational
partners will need to ask for
repetition from time to time. A
strong influence from other
language(s) they speak on
stress, rhythm and intonation
may affect intelligibility,
requiring collaboration from
interlocutors.
• write with reasonable
phonetic accuracy (but not
necessarily fully standard
spelling) short words that
are in their oral
vocabulary.
2. LINGUISTIC COMPONENTS
SOCIOCULTURAL THEMES
• Calendar and dates
• Celebrations and rituals
• Entertainment
• European and international news (headlines)
• Formal / informal dress
• Feelings and emotions
• Money
• Office - equipment and furniture
• Physical description
• Places - towns and cities
• Professional environment
• Shapes and sizes
• Sports and leisure
• Team work
• Travel
• Work – jobs and career development
• Weather
LEXICAL AREAS
• Further conjunctions
• Telephone and email / letter expressions
• Time indicators
GRAMMAR TOPICS
• Review and consolidation of all the grammar points covered in the
previous level
• Adjectives – order
• Adverbs – position
• Countable / uncountable - developed
• Conditional – zero conditional
• Future Tenses
- going to
- will
• Interrogative forms – inversions
• Modals – will, may, must, should
• Present simple vs. present continuous
- affirmative, negative, interrogative
• Past Simple
- affirmative, negative, interrogative
• Past Continuous introduction
- affirmative, negative, interrogative
• Pronouns - reflexive - relative
--------------------------------------------------------------------------------------• Present perfect – introduction
PRONUNCIATION
Review and consolidation of all the pronunciation points covered in the
previous level
• Basic sentence stress continued
- strong sounds: verb, noun, adjectives, question words, short
answers
- weak sounds: pronouns, auxiliary verbs, prepositions
• Strong and weak ‘h’
• Basic intonation
- rise and fall for questions
• Past simple - ed, d, t
• Emphatic stress
WRITING CONVENTIONS
Review and consolidation of all conventions covered in the previous
level
• Common spelling rules – i before e, double consonants, etc.
• Numerals
• Punctuation II - apostrophe
• Subject-verb agreement
3. METHODOLOGY
The teaching approach combines structure and flexibility based on the Companion Volume to the Common European Framework of Reference
for Languages (CEFR) and centered around EI-relevant task-based activities with the aim of developing transferable skills for independent,
lifelong learning. All courses are given solely in the target language and ...
• are balanced, giving equal weighting to the 4 main skills.
• are based on a spiral curriculum with interlinking lessons.
• include a variety of learning methods: deductive, inductive, active
and collaborative.
• are learner centered.
• encourage self-regulated learning and learner autonomy.
• focus on the ability to use the target language in socially and
culturally appropriate ways.
• have clear measurable outcomes.
• are fully adapted to all learning environments – traditional
classroom, distance learning, etc.
Welcome and warm up phase involving a general discussion of current events or the learners’ activities over the past week in order to provide
an informal transition into the target language.
Revision phase reviewing the topics covered during the previous lesson as well as the correction of any homework.
Presentation of the day’s programme introducing the overall theme, language objectives, functions, phases and activities planned for that day.
Theoretical work phases covering lexical areas, grammar and written and pronunciation work as described in the programme.
Practical application phases including all four skills: listening comprehension, oral production and interaction, reading comprehension, written
production and interaction.
Collaborative activities to promote interaction and the use of spontaneous and practical language between the participants.
Consolidation phase summarising all topics covered during the lesson.
Continuous evaluations: 4 short assessments, one for each skill, to be done at regular intervals throughout the course. Total 40%.
Final evaluation: formal end-of-session exam covering the content of the course programme as well as content reviewed during previous levels.
Total 60%.
The target objectives are based on the CEFR descriptions for each level.
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.
It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a lifelong basis.
CEFR Companion Volume with new descriptors
EUROPEAN INSTITUTIONS
ENGLISH LANGUAGE PROGRAMME - LEVEL 3
At the end of this standard A2.2 course, learners will be able to understand sentences and frequently used expressions related to areas of most
immediate relevance, communicate in very simple and routine tasks requiring a simple and direct exchange of information on professional,
familiar and routine matters, describe in very simple terms aspects of his/her background, immediate environment and matters in areas of
immediate need. They will be also able to do the following:
1. LANGUAGE SKILLS
RECEPTION ACTIVITIES
LISTENING
READING
• understand enough in standard and professional contexts to be able
to meet needs of a concrete type provided speech is clearly and
slowly articulated.
• understand and extract the essential information from short,
recorded passages (e.g. news bulletins).
• understand enough to manage simple, routine exchanges with
colleagues without undue effort.
• understand short, simple emails on familiar matters of concrete
type that consist of high frequency everyday or job-related
language.
• understand job specifications (e.g. when changing job role).
• understand simple job instructions given by your colleagues and
hierarchy.
PRODUCTION ACTIVITIES
SPOKEN
WRITTEN
• compare objects and experience during informal conversations with
colleagues.
• describe everyday aspects of their environment e.g. people, places,
a job or study experience.
• describe basic personal and professional plans and arrangements,
habits and routines, past activities and personal experiences.
• give short, basic descriptions of events and activities in the
European Institutions (e.g. welcoming a trainee).
• suggest improvements within the workplace and apply persuasion
(e.g. during a meeting with HR).
• write short, basic descriptions of events, past activities and
personal experiences (e.g. returning from a mission, conference,
meeting, etc.).
• write short, simple emails on familiar matters of concrete type
that consist of high frequency every-day or job-related language.
(e.g. accepting or refusing a meeting).
INTERACTION ACTIVITIES
SPOKEN
WRITTEN
ONLINE
• ask and answer questions and exchange
ideas and information on familiar topics
in predictable everyday situations.
• exchange relevant information and give
their opinion on practical problems
when asked (e.g. booking a room).
• interact with reasonable ease in
structured situations and short
conversations and meetings, provided
the other person helps if necessary.
• make and respond to ideas /
suggestions and agree or disagree with
others (colleagues, managers).
• exchange information by text message,
e-mail, responding to questions the
other person had.
• fill in personal and other details on most
everyday forms (e.g. in simple surveys or
questionnaires).
• take a short, simple message during a
phone call provided they can ask for
repetition and reformulation.
• introduce themselves and manage simple
exchanges online, asking and answering
questions and exchanging ideas on predictable
everyday topics, provided enough time is
allowed to formulate responses, and that they
interact with one interlocutor at a time (e.g. on
a social platform).
• make short descriptive online postings about
everyday matters, social activities and feelings,
with simple key details (e.g. holiday / dining
experiences).
• comment on other people’s online postings,
provided that they are written in simple
language, reacting to embedded media by
expressing feelings of surprise, interest and
indifference in a simple way.
SOCIOLINGUISTIC APPROPRIATENESS
• perform and respond to basic language functions, such as information
exchange and requests and express opinions and attitudes in a simple
way.
• socialise simply but effectively using the simplest common
expressions and following basic routines.
PRAGMATIC SKILLS
• Coherence and cohesion: use the most frequently occurring
connectors to link simple sentences in order to describe something.
• Flexibility: adapt well-rehearsed memorised simple phrases to
particular circumstances through limited lexical substitution.
• Propositional precision: communicate what they want to say in a
simple and direct exchange of limited information on familiar and
routine matters.
• Spoken fluency: make themselves understood in short
contributions, even though pauses, false starts and reformulation
are very evident.
• Thematic development: describe something in a simple list of
points.
• Turn taking: use simple techniques to start, maintain, or end a
short conversation.
GENERAL LINGUISTIC RANGE
• Possess a repertoire of basic language, which enables them to deal with everyday situations with predictable content, though they will generally
have to compromise the message and search for words.
Vocabulary
• control a narrow repertoire
dealing with concrete everyday
needs.
• demonstrate a sufficient
vocabulary to conduct routine,
everyday transactions involving
familiar situations and topics.
Grammatical accuracy
• use some simple structures
correctly, but still
systematically makes basic
mistakes; nevertheless, it is
usually clear what they are
trying to say.
Phonological control
Orthographic control
• use pronunciation that is
generally intelligible when
communicating in simple
everyday situations, provided
the interlocutor makes an
effort to understand specific
sounds.
• write with reasonable
phonetic accuracy (but not
necessarily fully standard
spelling) short words that
are in their oral
vocabulary.
2. LINGUISTIC COMPONENTS
SOCIOCULTURAL THEMES
• Customs and traditions
• European and international news (headlines)
• Food and drink
• New technologies – basic
• Numbers – decimals, fractions, prices, weights …
• People – physical description and personality II
• Shops and services
• Social relations
• Sports and exercise
• Teleworking
• The Great Outdoors
• Travel and transport
LEXICAL AREAS
• Compound nouns I
• Telephone, email and letter expressions II
GRAMMAR TOPICS
Review and consolidation of all the grammar points covered in the
previous levels
• Articles with countable / uncountable nouns
• Comparative / superlative
• Conditional - zero / first conditional
• Future tenses
- will / going to / present continuous
• Modals - request / obligation / question forms
• Past simple vs. past continuous tenses
• Phrasal verbs - introduction
• Present perfect simple tense
• Verb-noun collocations
• Question forms
PRONUNCIATION
Review and consolidation of all the pronunciation points covered in the
previous levels
• Basic intonation (continued)
• Basic sentence stress (continued)
• Contractions
• Pure vowel sounds (developed)
• Pure consonant sounds (developed)
• Standard sentence flow
• Words with weak and strong forms – shifting stress
WRITING CONVENTIONS
Review and consolidation of all conventions covered in the previous
levels
• Capitalisation II – proper nouns, events, etc.
• Compound noun – space, hyphenation, one word
• Email and letter layout
• Plural spellings
• Punctuation III – end of sentence, within sentence
• Weights and measurements
3. METHODOLOGY
The teaching approach combines structure and flexibility based on the Companion Volume to the Common European Framework of Reference
for Languages (CEFR) and centred around EI-relevant task-based activities with the aim of developing transferable skills for independent, lifelong
learning. All courses are given solely in the target language and ...
• are balanced, giving equal weighting to the 4 main skills.
• are based on a spiral curriculum with interlinking lessons.
• include a variety of learning methods: deductive, inductive, active
and collaborative.
• are learner centred.
• encourage self-regulated learning and learner autonomy.
• focus on the ability to use the target language in socially and
culturally appropriate ways.
• have clear measurable outcomes.
• are fully adapted to all learning environments – traditional
classroom, distance learning, etc.
Welcome and warm up phase involving a general discussion of current events or the learners’ activities over the past week in order to provide
an informal transition into the target language.
Revision phase reviewing the topics covered during the previous lesson as well as the correction of any homework.
Presentation of the day’s programme introducing the overall theme, language objectives, functions, phases and activities planned for that day.
Theoretical work phases covering lexical areas, grammar and written and pronunciation work as described in the programme.
Practical application phases including all four skills: listening comprehension, oral production and interaction, reading comprehension, written
production and interaction.
Collaborative activities to promote interaction and the use of spontaneous and practical language between the participants.
Consolidation phase summarising all topics covered during the lesson.
Continuous evaluations: 4 short assessments, one for each skill, to be done at regular intervals throughout the course. Total 40%.
Final evaluation: formal end-of-session exam covering the content of the course programme as well as content reviewed during previous levels.
Total 60%.
The target objectives are based on the CEFR descriptions for each level.
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.
It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a lifelong basis.
CEFR Companion Volume with new descriptors
EUROPEAN INSTITUTIONS
ENGLISH LANGUAGE PROGRAMME - LEVEL 4
At the end of this standard B1.1 course, learners will be able to understand the main points of clear standard input on familiar matters regularly
encountered in work, leisure, etc., deal with most situations likely to arise whilst travelling in an area where the language is spoken, produce
simple connected text on topics, which are familiar or of personal interest, describe experiences and events, dreams, hopes and ambitions and
briefly give reasons and explanations for opinions and plans. They will be also able to do the following:
1. LANGUAGE SKILLS
RECEPTION ACTIVITIES
LISTENING
READING
• follow clearly articulated speech directed at them in everyday
conversation, though will have to ask for repetition of particular
words and phrases.
• generally follow the main points of extended discussion around
them in both formal and informal discussions.
• understand the main points of clear standard speech on familiar
matters regularly encountered in work, leisure, etc.
• understand the main points of radio news bulletins and simple
recorded material about familiar subjects.
• find and understand relevant information in everyday material
such as advertisements, brochures, reference lists, websites, etc.
• recognise significant points in straightforward newspaper articles
on familiar subjects.
• understand straightforward factual texts on subjects related to
his/her field and interest (e.g. magazine or newspaper articles).
PRODUCTION ACTIVITIES
SPOKEN
WRITTEN
• express hypotheses and improbabilities for upcoming meetings or
projects.
• give a simple description of past and future events in both
professional and private contexts.
• give brief reasons and explanations for opinions, plans and actions
within the European Institutions.
• sustain a straightforward description of a variety of subjects within
their field of interest, presenting it as a linear sequence of points.
• write emails/letters to make, accept or refuse offers.
• write letters and notes to colleagues and hierarchy to convey
simple information of immediate relevance.
• write straightforward, detailed descriptions on a range of familiar
subjects within their field of interest.
INTERACTION ACTIVITIES
SPOKEN
WRITTEN
ONLINE
• enter unprepared into conversation on
familiar topics, express personal
opinions and exchange information on
topics of personal interest or pertinent
to professional and everyday life.
• express and respond to feelings such as
surprise, happiness, sadness, interest
and indifference during online meetings.
• make future arrangements within the
work context.
• sustain a telephone conversation on EI
subjects.
• write letters and notes asking for or
conveying simple information of
immediate relevance, getting across the
point they feel to be important.
• write basic emails/letters of a factual
nature, for example to request
information or to ask for and give
confirmation (partners, contractors etc.)
• take messages over the phone
containing several points, provided that
the caller dictates these clearly.
• engage in online collaborative or transactional
exchanges that require simple clarification or
explanation of relevant details, such as
registering for a course (e.g. work, school,
company Chat tools).
• interact online with a partner or small group
working on a project, provided there are visual
aids to clarify more complex concepts.
• post a comprehensible contribution in an online
discussion on a familiar topic of interest (e.g.
Twitter).
• respond to instructions and ask questions or
request clarifications in order to accomplish a
shared task online (e.g. during a tutorial or
webinar).
SOCIOLINGUISTIC APPROPRIATENESS
• perform and respond to a wide range of language functions, using
their most common exponents in a neutral register.
• be aware of, and look out for signs of, the most significant
differences between the customs, usages, attitudes, values and
beliefs prevalent in the community concerned and those of his or
her own community.
PRAGMATIC SKILLS
• Coherence and cohesion: form longer sentences and link them
together using a limited number of cohesive devices.
• Flexibility: exploit a wide range of simple language flexibly to express
much of what they want.
• Propositional precision: express the main point they want to make
comprehensibly.
• Spoken fluency: keep going comprehensibly, even though pausing for
grammatical and lexical planning and repair is very evident, especially
in longer stretches of free production.
• Thematic development: relate reasonably fluently a
straightforward narrative or description as a linear sequence of
points.
• Turn taking: initiate, maintain and close simple face-to-face
conversation on topics that are familiar or of personal interest.
GENERAL LINGUISTIC RANGE
• show enough language to get by, with sufficient vocabulary to express themselves with some hesitation and circumlocutions on topics such as
family, hobbies and interests, work, travel, and current events, but lexical limitations cause repetition and even difficulty with formulation at
times.
Vocabulary
Grammatical accuracy
Phonological control
Orthographic control
• demonstrate a wide range of
simple vocabulary
appropriately when talking
about familiar topics.
• show a good command of a
range of vocabulary related to
familiar topics and everyday
situations.
• use reasonably accurately a
repertoire of frequently used
‘routines’ and patterns
associated with more
predictable situations.
• convey their message in an
intelligible and comprehensible
way in spite of a strong
influence on stress, intonation
and/or rhythm from other
language(s) they speak.
• use spelling, punctuation
and layout accurately
enough to be followed
most of the time.
2. LINGUISTIC COMPONENTS
SOCIOCULTURAL THEMES
• Career paths II
• Culture – films, music, books
• Fitness and sport
• International projects
• Life events and living
• Money II
• Media
• National and European news
• Professional communication within the EI
• Socialising and free time
• Travel and tourism
• Voluntary work
• Workplace
LEXICAL AREAS
• Common phrasal verbs
• Compound nouns II
• Do / make
GRAMMAR TOPICS
Review and consolidation of all the grammar points covered in the
previous levels
• Conditional
- first / second conditional
- wish, would
• Future Tenses - will / going to / present continuous - developed
• Gerund forms
• Intensifiers / modifiers
• Modals – possibility, deduction
• Passive voice – introduction
• Past simple vs. past continuous - developed
• Present perfect simple vs. present perfect continuous
• Wh- questions in the past
PRONUNCIATION
Review and consolidation of all the pronunciation points covered in the
previous levels
• Compound nouns II
• Intonation
• Linking consonants to a vowel
• Silent letters
• Stress in word families
WRITING CONVENTIONS
Review and consolidation of all conventions covered in the previous
levels
• Common spelling rules II – ‘y’ to ‘I’, dropped ‘e’, double l, etc.
• Compound nouns
• Symbols
3. METHODOLOGY
The teaching approach combines structure and flexibility based on the Companion Volume to the Common European Framework of Reference
for Languages (CEFR) and centred around EI-relevant task-based activities with the aim of developing transferable skills for independent, lifelong
learning. All courses are given solely in the target language and ...
• are balanced, giving equal weighting to the 4 main skills.
• are based on a spiral curriculum with interlinking lessons.
• include a variety of learning methods: deductive, inductive, active
and collaborative.
• are learner centred.
• encourage self-regulated learning and learner autonomy.
• focus on the ability to use the target language in socially and
culturally appropriate ways.
• have clear measurable outcomes.
• are fully adapted to all learning environments – traditional
classroom, distance learning, etc.
Welcome and warm up phase involving a general discussion of current events or the learners’ activities over the past week in order to provide
an informal transition into the target language.
Revision phase reviewing the topics covered during the previous lesson as well as the correction of any homework.
Presentation of the day’s programme introducing the overall theme, language objectives, functions, phases and activities planned for that day.
Theoretical work phases covering lexical areas, grammar and written and pronunciation work as described in the programme.
Practical application phases including all four skills: listening comprehension, oral production and interaction, reading comprehension, written
production and interaction.
Collaborative activities to promote interaction and the use of spontaneous and practical language between the participants.
Consolidation phase summarising all topics covered during the lesson.
Continuous evaluations: 4 short assessments, one for each skill, to be done at regular intervals throughout the course. Total 40%.
Final evaluation: formal end-of-session exam covering the content of the course programme as well as content reviewed during previous levels.
Total 60%.
The target objectives are based on the CEFR descriptions for each level.
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.
It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a lifelong basis.
CEFR Companion Volume with new descriptors
EUROPEAN INSTITUTIONS
ENGLISH LANGUAGE PROGRAMME - LEVEL 5
At the end of this standard B1.2 course, learners will be able to understand the main points of clear standard input on familiar matters regularly
encountered in work, leisure, etc., deal with most situations likely to arise whilst travelling in an area where the language is spoken, produce
simple connected text on topics which are familiar or of personal interest, describe experiences and events, dreams, hopes and ambitions and
briefly give reasons and explanations for opinions and plans. They will be also able to do the following:
1. LANGUAGE SKILLS
RECEPTION ACTIVITIES
LISTENING
READING
• follow a lecture or talk in their own field provided presentation
clearly structured.
• follow much of what is said around them on general topics (e.g.
during team meetings).
• understand straightforward factual information about common
every day or job-related topics and identify both general messages
and specific details provided speech is in a standard accent.
• identify unfamiliar words from the context.
• find and understand relevant information linked to a project.
• recognise the line of argument in the treatment of the issue
presented and identify the main conclusions.
• understand a description of events related to the professional
field.
• understand perspectives in narratives, guides and newspaper
articles that are written in high frequency, everyday language.
• understand standard formal correspondence and online postings
in their area of professional interest.
PRODUCTION ACTIVITIES
SPOKEN
WRITTEN
• describe how to do something, giving detailed instructions (e.g. to a
new colleague or interim).
• develop an argument well enough to be followed without difficulty
most of the time by your colleagues / hierarchy.
• express opinions on subjects relating to everyday work and life.
• give a short, rehearsed presentation and take follow-up questions
during a unit meeting.
• give detailed accounts of experiences and trends.
• relate a straightforward narrative or description as a linear sequence
of points.
• summarise key points (e.g. conference, meeting, article, etc.).
• convey information and ideas on abstract as well as concrete
topics linked to a current work project.
• communicate with reasonable accuracy in familiar contexts and
demonstrate generally good grammatical control so that
misunderstandings are avoided.
• produce continuous writing which is generally intelligible
throughout with spelling, punctuation and layout accurate enough
to be followed most of the time by both internal and external
readers.
• write straightforward reports linked to the work environment.
• summarise, report and give their opinion about accumulated
factual information on familiar routine and non-routine matters
within their field.
INTERACTION ACTIVITIES
SPOKEN
WRITTEN
ONLINE
• comment on the views of others during
a formal meeting.
• deal with less routine situations.
• have relatively long conversations on
subjects of common interest.
• exchange, check and confirm
information when working on a project.
• explain why something is a problem,
discuss what to do next, compare and
contrast alternatives.
• express thoughts on more abstract,
cultural topics.
• give important details over the phone
• make a complaint to a colleague/
hierarchy.
• ask for or give simple clarifications and
can respond to comments and questions
in some detail.
• express different opinions and giving
detailed accounts of personal feelings
and experiences.
• take messages communicating
enquiries, explaining problems.
• write letters expressing different
opinions and giving detailed accounts of
personal feelings and experiences.
• write basic formal emails/letters, for
example to make a complaint and
request action.
• engage in real-time online exchanges with more
than one participant, recognising the
communicative intentions of each contributor,
but may not understand details or implications
without further explanation.
• post online accounts of social events,
experiences and activities referring to embedded
links and media and sharing personal feelings (
e.g. after a holiday)
• interact online using all the features of the
course platform with a group that is working on
a project, following straightforward instructions,
seeking clarification and helping to accomplish
the shared tasks.
SOCIOLINGUISTIC APPROPRIATENESS
• perform and respond to a wide range of language functions, using
their most common exponents in a neutral register.
• understand the salient politeness conventions and act
appropriately.
PRAGMATIC SKILLS
• Coherence and cohesion: introduce a counter-argument in a simple
discursive text (e.g. with ‘however’)
• Flexibility: adapt their expression to deal with less routine, even
difficult, situations.
• Propositional precision: explain the main points in an idea or
problem with reasonable precision
• Spoken fluency: express themselves with relative ease. Despite some
problems with formulation resulting in pauses and ‘cul-de-sacs’, they
are able to keep going effectively without help.
• Thematic development: clearly signal chronological sequence in
narrative text. Develop an argument well enough to be followed
without difficulty most of the time.
• Turn taking: intervene in a discussion on a familiar topic, using a
suitable phrase to get the floor.
GENERAL LINGUISTIC RANGE
• show a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision
and express thoughts on abstract or cultural topics.
Vocabulary
Grammatical accuracy
Phonological control
Orthographic control
• demonstrate a good range of
vocabulary related to familiar
topics and everyday situations.
• express themselves with some
circumlocutions on most topics
pertinent to their everyday life.
• show good control of
elementary vocabulary.
• communicate with reasonable
accuracy in familiar contexts;
generally good control though
with noticeable mother tongue
influence. Errors occur, but it is
clear what they are trying to
express
• use pronunciation that is
generally intelligible; can
approximate intonation and
stress at both utterance and
word levels. However, accent is
usually influenced by other
language(s) they speak.
• produce continuous
writing which is generally
intelligible throughout
2. LINGUISTIC COMPONENTS
SOCIOCULTURAL THEMES
• A greenenvironment
• Cross-cultural communication
• E-communication
• European culture
• EU citizenship
• European and international news
• Free time
• Innovation in Europe
• Media - traditional and social
• Talking abouttravel
• The Englishlanguage
• The workplace evolution
• The world of food today
LEXICAL AREAS
• Antonyms and synonyms
• Common prefixes and suffixes
• Compound nouns
• False friends
• Idioms based on lexical content
• Professional correspondence phraseology
GRAMMAR TOPICS
• Articles and quantifiers
• Contractions
• False friends
• Future Tenses
- overview of the uses of will, goingto, present continuous and simple
• Gerund vs. infinitive
• Modalverbs- ability, obligation, advice
• Narrative tenses
• Passive voice
• Past Tenses
- review of past simple and continuous
- present perfect simple vs. present perfect continuous
- used to do, would do, was going to
• Question forms and tags
• Relative clauses
• Reported speech
PRONUNCIATION
• Compound nouns
• Contractions
• Intonation
• Silent letters
• Stress in word families
• Question forms
WRITING CONVENTIONS
• Opening and closing emails
• Passive vs active voice
• Paragraphing and paraphrasing
• Prefix and suffix spelling rules
• Punctuation
• Register: written vs spoken English
3. METHODOLOGY
The teaching approach combines structure and flexibility based on the Companion Volume to the Common European Framework of Reference
for Languages (CEFR) and centered around EI-relevant task-based activities with the aim of developing transferable skills for independent,
lifelong learning. All courses are given solely in the target language and ...
• are balanced, giving equal weighting to the 4 main skills.
• are based on a spiral curriculum with interlinking lessons.
• include a variety of learning methods: deductive, inductive, active
and collaborative.
• are learner centered.
• encourage self-regulated learning and learner autonomy.
• focus on the ability to use the target language in socially and
culturally appropriate ways.
• have clear measurable outcomes.
• are fully adapted to all learning environments – traditional
classroom, distance learning, etc.
Welcome and warm up phase involving a general discussion of current events or the learners’ activities over the past week in order to provide
an informal transition into the target language.
Revision phase reviewing the topics covered during the previous lesson as well as the correction of any homework.
Presentation of the day’s programme introducing the overall theme, language objectives, functions, phases and activities planned for that day.
Theoretical work phases covering lexical areas, grammar and written and pronunciation work as described in the programme.
Practical application phases including all four skills: listening comprehension, oral production and interaction, reading comprehension, written
production and interaction.
Collaborative activities to promote interaction and the use of spontaneous and practical language between the participants.
Consolidation phase summarising all topics covered during the lesson.
Continuous evaluations: 4 short assessments, one for each skill, to be done at regular intervals throughout the course. Total 40%.
Final evaluation: formal end-of-session exam covering the content of the course programme as well as content reviewed during previous levels.
Total 60%.
The target objectives are based on the CEFR descriptions for each level.
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.
It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a lifelong basis.
CEFR Companion Volume with new descriptors
EUROPEAN INSTITUTIONS
ENGLISH LANGUAGE PROGRAMME - LEVEL 6
At the end of this standard B2.1 course, learners will be able to understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in their field of specialisation, interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible without strain for either party, produce clear, detailed text on a wide range of subjects and explain a
viewpoint on a topical issue giving the advantages and disadvantages of various options. They will be also able to do the following:
1. LANGUAGE SKILLS
RECEPTION ACTIVITIES
LISTENING
READING
• follow extended discourse and complex lines of argument, provided
the topic is reasonably familiar.
• recognise points of view expressed and distinguish this from facts
being reported during a meeting.
• understand detailed instructions well enough to be able to follow
them successfully.
• understand most documentaries and most other recorded or
broadcast material delivered in the standard form of the language
and can identify mood, attitude, etc.
• use a variety of strategies to achieve comprehension, including
listening for main points, and using contextual clues such as world
knowledge.
• read with a large degree of independence, adapting style and
speed of reading to different texts and purposes, and using
appropriate reference sources selectively.
• understand standard formal correspondence and online postings
on less familiar files and documents.
• recognise different structures in professional discursive text:
contrasting arguments, problem–solution
• use a variety of strategies to achieve comprehension, including
watching out for main points and checking comprehension by
using contextual clues.
PRODUCTION ACTIVITIES
SPOKEN
WRITTEN
• describe the personal significance of events and experiences in
detail.
• explain a viewpoint on a topical professional issue giving the
advantages and disadvantages of various options.
• give clear, detailed descriptions and presentations on a wide range
of subjects related to their field of interest, expanding and
supporting ideas with subsidiary points and relevant examples.
• summarise the point reached at a particular stage in a discussion
and propose the next steps.
• take a series of follow-up questions with a degree of fluency and
spontaneity which poses no strain for either themselves or the
audience.
• address most communication problems by using circumlocution,
or by avoiding difficult expressions.
• plan what is to be said and the means to say it, considering the
effect on the recipient(s) (e.g. in a mail to be sent out to all sector
staff).
• produce clear, detailed texts and descriptions on a variety of
subjects related to their field of interest, synthesising and
evaluating information and arguments from a number of sources.
INTERACTION ACTIVITIES
SPOKEN
• account for and sustain views and
opinions clearly, understand and
evaluate alternative proposals.
• convey degrees of emotion and highlight
the personal significance of events and
experiences.
• interact with a degree of fluency and
spontaneity in both formal and informal
discussions.
• outline an issue or a problem clearly.
• state requirements and ask detailed
questions.
• understand in detail what is said to them
in the standard language (meetings).
WRITTEN
ONLINE
• compose non-routine professional
letters, using appropriate structure and
conventions.
• convey information and ideas on
abstract as well as concrete topics, check
information, and ask about or explain
problems with reasonable precision.
• obtain, by letter or e-mail, information
required for a particular purpose, collate
it and forward it by e-mail to other
people (e.g. internal staff and external
suppliers).
•
•
•
collaborate online with a group that is working
on a project, justifying proposals, seeking
clarification and playing a supportive role in
order to accomplish shared tasks.
engage in online exchanges between several
participants, effectively linking their
contributions to previous ones in the thread,
provided a moderator helps manage the
discussion (e.g. during a forum).
recognise misunderstandings and
disagreements that arise in an online
interaction and deal with them, provided the
interlocutor(s) are willing to co-operate.
SOCIOLINGUISTIC APPROPRIATENESS
• express themselves appropriately in situations and avoid crass errors
of formulation.
• sustain relationships with users of the target language without
unintentionally amusing or irritating them or requiring them to
behave other than they would with another proficient user.
PRAGMATIC SKILLS
• Coherence and cohesion: structure longer texts in clear, logical
paragraphs.
• Flexibility: reformulate an idea to emphasise or explain a point.
• Propositional precision: communicate the essential points even in
more demanding situations, though their language lacks
expressive power and idiomaticity.
• Spoken fluency: interact with a degree of fluency and spontaneity
that makes regular interaction with users of the target language
quite possible without imposing strain on either party.
• Thematic development: evaluate the advantages and
disadvantages of various options. Can clearly signal the difference
between fact and opinion.
• Turn taking: use stock phrases (e.g. “That’s a difficult question to
answer”) to gain time and keep the turn while formulating what
they want to express.
GENERAL LINGUISTIC RANGE
• Demonstrate a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much
conspicuous searching for words/signs, using some complex sentence forms to do so.
Vocabulary
Grammatical accuracy
Phonological control
Orthographic control
• demonstrate generally high
lexical accuracy, though some
confusion and incorrect word
choice does occur.
• produce appropriate
collocations of many words in
most contexts.
• understand and use much of
the specialist vocabulary of
their field.
• demonstrate a good command
of simple language structures
and some complex grammatical
forms, although they
tend to use complex structures
rigidly with some inaccuracy.
• use appropriate intonation,
place stress correctly and
articulate individual sounds
clearly; accent tends to be
influenced by the other
language(s) they speak, but has
little or no effect on
intelligibility.
• demonstrate accurate
spelling and punctuation but
they may show signs of
mother-tongue influence.
2. LINGUISTIC COMPONENTS
SOCIOCULTURAL THEMES
• Civic involvement
• Economic and financial news
• Environmental issues
• European and international news
• Influential people
• Lifestyles
• Networking and meet up groups
• New technologies and society
• Statistics, graphs and trends
• Success
• Team building
• The future
• The Justice system
LEXICAL AREAS
• Antonyms and synonyms - developed
• Idioms based on lexical content
• Phrasal verbs - developed
• Prefixes and suffixes – developed
• Proverbs
• Word derivation
GRAMMAR TOPICS
Review and consolidation of all the grammar points covered in the
previous levels
• Articles – exceptions
• Conditional – third conditional
• Future tenses
- future perfect and continuous - introduction
• Modals - present perfect forms
• Passive vs. active
• Past Tenses
- overview of past and present perfect tenses
- past perfect – introduction
- would
• Relative pronouns
• Reported speech - developed
PRONUNCIATION
Review and consolidation of all the pronunciation points covered in the
previous levels
• Intonation
- with question tags
- with insistence,
- suggestion
• Diphthongs
• Distinguishing common accents: Australian, US ...
• Nouns vs verbs
- stress on first syllable for noun
- stress on second syllable for verb
• Stress in words with 4 or more syllables
WRITING CONVENTIONS
Review and consolidation of all conventions covered in the previous
levels
• Active vs. passive voice
• Punctuation IV – speech and quotations
• Spacing–characters, symbols, numbers, punctuation
• Capitalisation IV–institutions, organisations, events
3. METHODOLOGY
The teaching approach combines structure and flexibility based on the Companion Volume to the Common European Framework of Reference
for Languages (CEFR) and centered around EI-relevant task-based activities with the aim of developing transferable skills for independent,
lifelong learning. All courses are given solely in the target language and ...
• are balanced, giving equal weighting to the 4 main skills.
• are based on a spiral curriculum with interlinking lessons.
• include a variety of learning methods: deductive, inductive, active
and collaborative.
• are learner centered.
• encourage self-regulated learning and learner autonomy.
• focus on the ability to use the target language in socially and
culturally appropriate ways.
• have clear measurable outcomes.
• are fully adapted to all learning environments – traditional
classroom, distance learning, etc.
Welcome and warm up phase involving a general discussion of current events or the learners’ activities over the past week in order to provide
an informal transition into the target language.
Revision phase reviewing the topics covered during the previous lesson as well as the correction of any homework.
Presentation of the day’s programme introducing the overall theme, language objectives, functions, phases and activities planned for that day.
Theoretical work phases covering lexical areas, grammar and written and pronunciation work as described in the programme.
Practical application phases including all four skills: listening comprehension, oral production and interaction, reading comprehension, written
production and interaction.
Collaborative activities to promote interaction and the use of spontaneous and practical language between the participants.
Consolidation phase summarising all topics covered during the lesson.
Continuous evaluations: 4 short assessments, one for each skill, to be done at regular intervals throughout the course. Total 40%.
Final evaluation: formal end-of-session exam covering the content of the course programme as well as content reviewed during previous levels.
Total 60%.
The target objectives are based on the CEFR descriptions for each level.
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.
It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a lifelong basis.
CEFR Companion Volume with new descriptors
EUROPEAN INSTITUTIONS
ENGLISH LANGUAGE PROGRAMME - LEVEL 7
At the end of this standard B2.2.1 course, learners will be able to understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialisation. He/she can interact with a degree of fluency and spontaneity that makes
regular interaction with native speakers quite possible without strain for either party. The learner can produce clear, detailed text on a wide
range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. They will be also able to
do the following:
1. LANGUAGE SKILLS
RECEPTION ACTIVITIES
LISTENING
READING
• understand announcements and messages on concrete and abstract
topics.
• understand broadcasts in the standard form of the language likely to
be encountered in social, professional and identify speaker
viewpoints and attitudes as well as the information content (e.g.
news items, interviews, etc.).
• understand the main ideas of propositionally and linguistically
complex speech on both concrete and abstract topics delivered in
standard speech, including technical discussions in their field of
specialisation (e.g. conferences, webinars)
• use a variety of strategies to achieve comprehension, including
listening for main points, and using contextual clues (discourse
markers, pause, intonation, etc.).
• read with a large degree of independence, adapting style and speed
of reading to different texts and purposes, and using appropriate
reference sources selectively (e.g. minutes, reports).
• scan quickly through long and complex texts, locating relevant
details.
• understand specialised articles outside his/her field, provided they
can use a dictionary occasionally to confirm his/her interpretation.
• understand what is said in a personal email or posting even where
some colloquial language is used.
PRODUCTION ACTIVITIES
SPOKEN
WRITTEN
• communicate detailed information reliably on the phone.
• construct a chain of reasoned arguments during a debate .
• give a clear, detailed description of how to carry out a procedure.
• give a clear, prepared presentation, giving reasons in support of or
against a particular point of view and giving the advantages and
disadvantages of various options.
• give clear, systematically developed descriptions and presentations,
with appropriate highlighting of significant points, and relevant
supporting detail (conference, webinars).
• evaluate different ideas or solutions to a problem (e.g. a
comparative analysis).
• produce clear, detailed texts and descriptions on a variety of
subjects related to their field of interest, synthesising and
evaluating information and arguments from a number of sources.
• write an essay or report which develops an argument, giving
reasons in support of or against a particular point of view and
explaining the advantages and disadvantages of various options.
INTERACTION ACTIVITIES
SPOKEN
• interact with a degree of fluency and
spontaneity that makes regular
interaction, and sustained relationships
with speakers of the target language
quite possible without imposing strain.
• help along the progress of the work by
inviting others to join in, say what they
think etc. (online meetings)
• participate actively in routine and nonroutine formal discussion.
• engage in extended conversation on
most general topics in a clearly
participatory fashion, even in a noisy
environment (in corridors, canteen,
etc.).
WRITTEN
ONLINE
• express news and views effectively in
writing, and relate to those of others
(summaries, minutes)
• write formal correspondence such as
letters of enquiry, request, application
and complaint with appropriate register,
structure and conventions.
• write letters conveying degrees of
emotion and highlighting the personal
significance of events and experiences
and commenting on the correspondent's
news and views.
•
•
participate actively in an online discussion,
stating and responding to opinions on topics of
interest at some length, provided contributors
avoid unusual or complex language and allow
time for responses (forums, chat rooms,
Twitter, etc.)
deal with misunderstandings and unexpected
problems that arise in online collaborative or
transactional exchanges by responding politely
and appropriately in order to help resolve the
issue.
SOCIOLINGUISTIC APPROPRIATENESS
• adjust their expression to make some distinction between formal and
informal registers but may not always do so appropriately.
• express themselves confidently, clearly and politely in a formal or
informal register, appropriate to the situation and person(s)
concerned.
PRAGMATIC SKILLS
• Coherence and cohesion: produce text that is generally wellorganised and coherent, using a range of linking words and cohesive
devices.
• Flexibility: adjust to the changes of direction, style and emphasis
normally found in conversation.
• Propositional precision: pass on detailed information reliably.
• Spoken fluency: produce stretches of language with a fairly even
tempo; although they can be hesitant as they search for patterns and
expressions.
• Thematic development: develop a clear argument, expanding and
supporting their points of view at some length with subsidiary
points and relevant examples
• Turn taking: initiate discourse, take their turn when appropriate
and end conversation when they need to, though they may not
always do this elegantly.
GENERAL LINGUISTIC RANGE
• Demonstrate a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much
conspicuous searching for words/signs, using some complex sentence forms to do so.
Vocabulary
Grammatical accuracy
Phonological control
Orthographic control
• vary formulation to avoid
frequent repetition, but lexical
gaps can still cause hesitation
and circumlocution.
• Show a good range of
vocabulary for matters
connected to their field and
most general topics.
• demonstrate a relatively high
degree of grammatical control.
Do not make mistakes which
lead to misunderstanding.
• employ prosodic features (e.g.
stress, intonation, rhythm) to
support the message he/she
intends to convey, though with
some influence from other
languages he/she speaks being
clear and easy to understand in
all situations.
• produce clearly intelligible
continuous writing, which
follows standard layout and
paragraphing conventions.
2. LINGUISTIC COMPONENTS
SOCIOCULTURAL THEMES
• Business culture
• Coming of age – Education
• Community and social initiatives
• Crime: types and trends
• Data protection and GAFA
• Disaster prevention
• European and international news
• Introducing and motivating change
• Personal achievement
• Social class structures and conditions
• Sport – positive and negative aspects
• Time management
• Town, architecture and heritage
LEXICAL AREAS
• Discourse markers
• Euphemisms
• Idioms based on lexical content
• Metaphors
• Similes
GRAMMAR TOPICS
Review and consolidation of all the grammar points covered in the
previous levels
• Adjectives – participle and compound
• Articles – overview
• Conditionals – mixed
• Future Tenses
- overview
- future perfect and continuous - developed
• Interrogative forms
- negative, echo questions
- open / closed questions
• Modal – full overview
• Past Tenses
- overview of past and present perfect tenses
- past perfect vs. past continuous
• Reported question forms
• Relative clauses
PRONUNCIATION
Review and consolidation of all the pronunciation points covered in the
previous levels
• Formal / informal language sound comparison
• Silent syllables in two/three syllable words
• Stress in interrogative forms
• The written word vs. the pronounced word
• UK accents and dialects
WRITING CONVENTIONS
Review and consolidation of all conventions covered in the previous
levels
• Interference effects – false friends
• Layout and paragraph conventions
• Plurals-exceptions
• Syntactic clarity
• The written word vs. the pronounced word
3. METHODOLOGY
The teaching approach combines structure and flexibility based on the Companion Volume to the Common European Framework of Reference
for Languages (CEFR) and centred around EI-relevant task-based activities with the aim of developing transferable skills for independent, lifelong
learning. All courses are given solely in the target language and ...
• are balanced, giving equal weighting to the 4 main skills.
• are based on a spiral curriculum with interlinking lessons.
• include a variety of learning methods: deductive, inductive, active
and collaborative.
• are learner centred.
• encourage self-regulated learning and learner autonomy.
• focus on the ability to use the target language in socially and
culturally appropriate ways.
• have clear measurable outcomes.
• are fully adapted to all learning environments – traditional
classroom, distance learning, etc.
Welcome and warm up phase involving a general discussion of current events or the learners’ activities over the past week in order to provide
an informal transition into the target language.
Revision phase reviewing the topics covered during the previous lesson as well as the correction of any homework.
Presentation of the day’s programme introducing the overall theme, language objectives, functions, phases and activities planned for that day.
Theoretical work phases covering lexical areas, grammar and written and pronunciation work as described in the programme.
Practical application phases including all four skills: listening comprehension, oral production and interaction, reading comprehension, written
production and interaction.
Collaborative activities to promote interaction and the use of spontaneous and practical language between the participants.
Consolidation phase summarising all topics covered during the lesson.
Continuous evaluations: 4 short assessments, one for each skill, to be done at regular intervals throughout the course. Total 40%.
Final evaluation: formal end-of-session exam covering the content of the course programme as well as content reviewed during previous levels.
Total 60%.
6.
The target objectives are based on the CEFR descriptions for each level.
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.
It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a lifelong basis.
CEFR Companion Volume with new descriptors
EUROPEAN INSTITUTIONS
ENGLISH LANGUAGE PROGRAMME - LEVEL 8
At the end of this standard B2.2.2 course, learners will be able to understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialisation. He/she can interact with a degree of fluency and spontaneity that makes
regular interaction with native speakers quite possible without strain for either party. The learner can produce clear, detailed text on a wide
range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. They will be also able to
do the following:
1. LANGUAGE SKILLS
RECEPTION ACTIVITIES
LISTENING
READING
• catch much of what is said around them, but may find it difficult to
participate effectively in discussion with several speakers of the
target language who do not modify their speech in any way.
• follow the essentials of lectures, talks and reports and other forms
of professional presentation which are propositionally and
linguistically complex.
• keep up with an animated conversation between speakers of the
target language.
• understand standard spoken language, live or broadcast on both
familiar and unfamiliar topics normally encountered in personal,
social, academic or vocational life encountered in personal, social, or
vocational life.
• understand the speaker’s point of view on topics that are of current
interest or that relate to their specialised field. (e.g. feedback on a
survey /poll, etc.)
• obtain information, ideas and opinions from highly specialised
sources within their field as in research and analysis.
• read correspondence relating to their field of interest and readily
grasp the essential meaning.
• read with a large degree of independence, adapting style and
speed of reading to different texts and purposes, and using
appropriate reference sources selectively.
• scan quickly through several sources in parallel, in both in their
own field and in related fields, and can identify the relevance and
usefulness of particular sections for the task at hand, (e.g.
executive summary, concept note) .
PRODUCTION ACTIVITIES
SPOKEN
WRITTEN
• communicate complex information and advice on a full range of
matters related to their post.
• depart spontaneously from a prepared text and follow up interesting
points raised by members of the audience, often showing fluency and
ease of expression.
• give clear, detailed descriptions on a wide range of subjects.
• give clear, systematically developed descriptions and presentations,
with appropriate highlighting of significant points, and relevant
supporting detail when interacting with suppliers, partners,
colleagues, etc.
• write a detailed description of a complex process to be included in
internal procedural documents.
• write an essay or report that develops an argument systematically
with appropriate highlighting of significant points and relevant
supporting detail.
• write clear, detailed texts on a variety of subjects related to their
field of interest, synthesising and evaluating information and
arguments from a number of European sources.
INTERACTION ACTIVITIES
SPOKEN
• communicate spontaneously with good
grammatical control to insure no
misunderstandings.
• express their ideas and opinions with
precision, present and respond to
complex lines of argument convincingly
during a professional debate.
• keep up with an animated discussion,
identifying accurately arguments
supporting and opposing points of view
during different phases of a project.
WRITTEN
ONLINE
• express news and views effectively in
writing, and relate to those of others.
• take or leave complex personal or
professional messages.
• write a forceful but polite letter of
complaint, including supporting details
and a statement of the desired outcome.
•
•
engage in online exchanges, linking his/her
contributions to previous ones in the thread,
understanding cultural implications and
reacting appropriately.
take a lead role in online collaborative work
within his/her area(s) of expertise, keeping the
group on task by reminding them of roles,
responsibilities and deadlines in order to
achieve established goals.
SOCIOLINGUISTIC APPROPRIATENESS
• recognise and interpret sociocultural/sociolinguistic cues and
consciously modify his/her linguistic forms of expression in order to
express him/herself appropriately in the situation.
• keep up with and contribute with some effort to group discussions
even when speech is fast and colloquial.
PRAGMATIC SKILLS
• Coherence and cohesion: use a variety of linking words efficiently to
mark clearly the relationships between ideas.
• Flexibility: adjust what they say and the means of expressing it to the
situation and the recipient and adopt a level of formality appropriate
to the circumstances.
• Propositional precision: pass on detailed information reliably.
• Spoken fluency: communicate spontaneously, often showing
remarkable fluency and ease of expression in even longer complex
stretches of speech.
• Thematic development: present and respond to complex lines of
argument convincingly.
• Turn taking: intervene appropriately in discussion, exploiting
appropriate language to do so.
GENERAL LINGUISTIC RANGE
• Express themselves clearly and without much sign of having to restrict what they want to say.
Vocabulary
• understand and use the main
technical terminology of his/her
field.
• Show a generally high lexical
accuracy, though some confusion
and incorrect word choice does
without
hindering
occur
communication.
Grammatical accuracy
• demonstrate a good
grammatical control.
Phonological control
Orthographic control
• generalise from their repertoire • produce clearly intelligible
to predict the phonological continuous writing, which
features of most unfamiliar words follows standard layout and
(e.g. word stress) with reasonable paragraphing conventions.
accuracy (e.g. whilst reading).
2. LINGUISTIC COMPONENTS
SOCIOCULTURAL THEMES
• Art and museums
• Craftsmanship and know-how
• European and international news
• Health and safety
• History and Europe
• Modern Utopia
• Motivation in the work place
• Myths and legends
• New forms of agriculture
• Personality and character
• Security and privacy
• The Media
LEXICAL AREAS
• Abbreviations and acronyms (EU, general)
• Borrowed words
• Confusing words
• Connotations
• Idioms based on lexical content
• New words
• Phrasal verbs
GRAMMAR TOPICS
Review and consolidation of all the grammar points covered in the
previous levels
• Conditionals – mixed
• Future Tenses
- overview of the uses of will, going to, present continuous, present
simple, future perfect
- future in the past
• Gerund and infinitive verbs
• Modals – can’t have, needn’t have, etc.
• Passive voice
- overview of all tenses
• Past tenses – global overview
• Pronouns with phrasal verbs
• Relative clauses–defining, non-defining
• Interrogative forms – overview
• Verb patterns
PRONUNCIATION
Review and consolidation of all the pronunciation points covered in the
previous levels
• Elision
• Pronunciation of borrowed words
• Stress in phrasal verbs
• Stress when using abbreviations and acronyms
WRITING CONVENTIONS
Review and consolidation of all conventions covered in the previous
levels
• British vs. American spelling, terminology, etc.
• Common spelling errors
• Ellipsis
• Truncations and contractions
3. METHODOLOGY
The teaching approach combines structure and flexibility based on the Companion Volume to the Common European Framework of Reference
for Languages (CEFR) and centered around EI-relevant task-based activities with the aim of developing transferable skills for independent,
lifelong learning. All courses are given solely in the target language and ...
• are balanced, giving equal weighting to the 4 main skills.
• are based on a spiral curriculum with interlinking lessons.
• include a variety of learning methods: deductive, inductive, active
and collaborative.
• are learner centered.
• encourage self-regulated learning and learner autonomy.
• focus on the ability to use the target language in socially and
culturally appropriate ways.
• have clear measurable outcomes.
• are fully adapted to all learning environments – traditional
classroom, distance learning, etc.
Welcome and warm up phase involving a general discussion of current events or the learners’ activities over the past week in order to provide
an informal transition into the target language.
Revision phase reviewing the topics covered during the previous lesson as well as the correction of any homework.
Presentation of the day’s programme introducing the overall theme, language objectives, functions, phases and activities planned for that day.
Theoretical work phases covering lexical areas, grammar and written and pronunciation work as described in the programme.
Practical application phases including all four skills: listening comprehension, oral production and interaction, reading comprehension, written
production and interaction.
Collaborative activities to promote interaction and the use of spontaneous and practical language between the participants.
Consolidation phase summarising all topics covered during the lesson.
Continuous evaluations: 4 short assessments, one for each skill, to be done at regular intervals throughout the course. Total 40%.
Final evaluation: formal end-of-session exam covering the content of the course programme as well as content reviewed during previous levels.
Total 60%.
The target objectives are based on the CEFR descriptions for each level.
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.
It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a lifelong basis.
CEFR Companion Volume with new descriptors
EUROPEAN INSTITUTIONS
ENGLISH LANGUAGE PROGRAMME - LEVEL 9
At the end of this standard C1.1 course, learners will be able to understand a wide range of demanding, longer texts, and recognise implicit
meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and
effectively for social, academic and professional purposes. Can produce clear, well- structured, detailed text on complex subjects, showing
controlled use of organisational patterns, connectors and cohesive devices. They will be also able to do the following:
1. LANGUAGE SKILLS
RECEPTION ACTIVITIES
LISTENING
READING
• follow extended speech even when it is not clearly structured and
when relationships are only implied and not signalled explicitly.
• identify the attitude of each speaker in an animated discussion
characterised by overlapping turns, digressions and colloquialisms
that is delivered at a natural speed in accents that are familiar to the
listener (e.g. in political debates).
• recognise a wide range of idiomatic expressions and colloquialisms,
appreciating register shifts.
• understand nuances and implied meaning in most films, plays and
TV programmes, provided these are delivered in the standard
language.
• use contextual, grammatical and lexical cues to infer attitude, mood
and intentions and anticipate what will come next (e.g. during news
conferences).
• identify finer points of detail including attitudes and implied as well
as stated opinions (e.g. editorials).
• understand a wide variety of texts, newspaper or magazine articles,
and professional publications, provided that there are
opportunities for re-reading and they have access to reference
tools.
• understand factual texts and appreciate differences in style and
register (e.g. newspaper articles).
• understand in detail lengthy, complex instructions on a new
procedure, whether or not the instructions relate to their own area
of speciality.
• understand in detail lengthy, complex texts, whether or not they
relate to his/her own area of speciality, provided they can reread
difficult section (e.g. journals, specialised press editions).
PRODUCTION ACTIVITIES
SPOKEN
WRITTEN
• give elaborate descriptions and narratives, integrating sub themes,
developing particular points and rounding off with an appropriate
conclusion (e.g. during a debate or presentation).
• give instructions on carrying out a series of complex professional
procedures (e.g. treating complaints made over the phone).
• speculate or hypothesise in presenting a complex subject,
comparing and evaluating alternative proposals and arguments.
• structure a longer presentation appropriately in order to help the
audience follow the sequence of ideas and understand the overall
argumentation.
• employ the structure and conventions of a variety of written
genres, varying the tone, style and register according to
addressee, text type and theme.
• self-correct with a high degree of effectiveness.
• write clear, detailed, well-structured texts in an assured, personal,
natural style appropriate to the reader in mind (e.g. for external
publication).
• write clear, well-structured texts of complex subjects, underlining
the relevant salient issues, expanding and supporting points of
view at some length with subsidiary points, reasons and relevant
examples (e.g. when reviewing and comparing critical essays).
INTERACTION ACTIVITIES
SPOKEN
• express themselves fluently and
spontaneously, almost effortlessly
(formal and informal conversation).
• easily follow and contribute to complex
interactions between third parties in
group discussion.
• restate, evaluate and challenge
contributions from other participants
about matters within their professional
competence (e.g. during preparatory
meetings).
WRITTEN
ONLINE
• express themselves with clarity and
precision, relating to the addressee
flexibly and effectively (emails, notes,
reports).
• write formal correspondence such as
letters of clarification, recommendation,
reference, with good expression and
accuracy (e.g. with partners and
contractors).
•
•
•
adapt their register according to the context of
online interaction.
evaluate, re-state and challenge arguments in
live online chat and discussion.
participate in complex projects requiring
collaborative writing and redrafting as well as
other forms of online collaboration, following
and relaying instructions with precision in
order to reach the goal (e.g. when sharing
documents).
SOCIOLINGUISTIC APPROPRIATENESS
• adjust their level of formality (register and style) to suit the social
context: formal, informal or colloquial as appropriate and maintain a
consistent spoken register.
• use language flexibly and effectively for social purposes, including
emotional, allusive and joking usage.
PRAGMATIC SKILLS
• Coherence and cohesion: produce well-organised, coherent text,
using a variety of cohesive devices and organisational patterns.
• Flexibility: modify their expression to express degrees of
commitment or hesitancy, confidence or uncertainty.
• Propositional precision: make effective use of linguistic modality to
signal the strength of a claim, an argument or a position.
• Spoken fluency: express themselves fluently and spontaneously,
almost effortlessly. Only a conceptually difficult subject can hinder a
natural, smooth flow of language.
• Thematic development: write a suitable introduction and
conclusion to a long, complex text, expand and support main
points at some length with subsidiary points, reasons and relevant
examples.
• Turn taking: select a suitable phrase from a readily available range
of discourse functions to preface their remarks appropriately in
order to get the floor, or to gain time and keep the floor.
GENERAL LINGUISTIC RANGE
• Select an appropriate formulation from a broad range of language to express him/herself clearly, without having to restrict what they want to
say.
Vocabulary
• understand and use
appropriately the range of
technical vocabulary and
idiomatic expressions common
to their area of specialisation.
• Show a good command of
common idiomatic expressions
and colloquialisms; can play
with words fairly well.
Grammatical accuracy
• consistently maintain a high
degree of grammatical
accuracy; errors are rare and
difficult to spot.
Phonological control
Orthographic control
• employ the full range of
phonological features in the
target language with sufficient
control to ensure intelligibility
throughout.
• show accurate spelling, apart
from occasional slips of the
pen.
2. LINGUISTIC COMPONENTS
SOCIOCULTURAL THEMES
• Alternative energy
• Animal welfare
• Art and society
• Crime and punishment
• Data protection
• European and international news
• Financial or economic crisis
• Gender equality
• Human rights and democracy
• Immigration: past and present
• New working practices: teleworking and work/life balance
• Professional needs
• Social networks: news or fake news
• Technological progress
LEXICAL AREAS
• Homonyms / homophones / homographs / heteronyms
• Register – everyday language
• Terms of cause, consequence, aims, comparison, opposition,
concession
GRAMMAR TOPICS
Review and consolidation of all the grammar points covered in the
previous levels
• Adjectives
- intensifiers and weakening comparisons
- other comparative scheme
• Gerund participles
• Interrogative forms – rhetorical questions
• Mixed tense use
• Modals – expectation and speculation
• Possessive form– double possessive / of
• Pronouns – split and non- split in phrasal verbs
• Quantifiers and demonstratives
• Subjunctive – present and past
PRONUNCIATION
Review and consolidation of all the pronunciation points covered in the
previous levels
• Homonyms / homophones / homographs / heteronyms
• Pause and pace in presentations
• Sentence stress
• Tongue twisters
WRITING CONVENTIONS
Review and consolidation of all conventions covered in the previous
levels
• Capitalisation V – publications, legislation
• High frequency words
• Homonyms / homophones / homographs / heteronyms
• Parentheses, square brackets
• Transitional adverbs
3. METHODOLOGY
The teaching approach combines structure and flexibility based on the Companion Volume to the Common European Framework of Reference
for Languages (CEFR) and centred around EI-relevant task-based activities with the aim of developing transferable skills for independent, lifelong
learning. All courses are given solely in the target language and ...
• are balanced, giving equal weighting to the 4 main skills.
• are based on a spiral curriculum with interlinking lessons.
• include a variety of learning methods: deductive, inductive, active
and collaborative.
• are learner centered.
• encourage self-regulated learning and learner autonomy.
• focus on the ability to use the target language in socially and
culturally appropriate ways.
• have clear measurable outcomes.
• are fully adapted to all learning environments – traditional
classroom, distance learning, etc.
Welcome and warm up phase involving a general discussion of current events or the learners’ activities over the past week in order to provide
an informal transition into the target language.
Revision phase reviewing the topics covered during the previous lesson as well as the correction of any homework.
Presentation of the day’s programme introducing the overall theme, language objectives, functions, phases and activities planned for that day.
Theoretical work phases covering lexical areas, grammar and written and pronunciation work as described in the programme.
Practical application phases including all four skills: listening comprehension, oral production and interaction, reading comprehension, written
production and interaction.
Collaborative activities to promote interaction and the use of spontaneous and practical language between the participants.
Consolidation phase summarising all topics covered during the lesson.
Continuous evaluations: 4 short assessments, one for each skill, to be done at regular intervals throughout the course. Total 40%.
Final evaluation: formal end-of-session exam covering the content of the course programme as well as content reviewed during previous levels.
Total 60%.
6.
The target objectives are based on the CEFR descriptions for each level.
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.
It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a lifelong basis.
CEFR Companion Volume with new descriptors
EUROPEAN INSTITUTIONS
ENGLISH LANGUAGE PROGRAMME - LEVEL 10
At the end of this standard C1.2 course, learners will be able to understand a wide range of demanding, longer texts, and recognise implicit
meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and
effectively for social, academic and professional purposes. Can produce clear, well- structured, detailed text on complex subjects, showing
controlled use of organisational patterns, connectors and cohesive devices. They will be also able to do the following:
1. LANGUAGE SKILLS
RECEPTION ACTIVITIES
LISTENING
READING
• easily follow complex interactions between third parties in group
discussion and debate, even on abstract, complex unfamiliar topics.
• follow most lectures, discussions and debates with relative ease (e.g.
guided visits during European Day).
• recognise a wide range of idiomatic expressions and colloquialisms,
appreciating register shifts.
• understand a wide range of recorded and broadcast audio material,
including some non-standard usage, and identify finer points of
detail including implicit attitudes and relationships between
speakers.
• understand enough to follow extended speech on abstract and
complex topics beyond their own field (e.g. professional seminars).
• understand in detail lengthy, complex texts, whether or not they
relate to their own area of speciality, provided they can reread
difficult sections.
• understand any correspondence given the occasional use of a
dictionary.
• understand in detail a wide range of lengthy, complex texts likely
to be encountered in social or professional life.
• identify finer points of detail including attitudes and implied as
well as stated opinions (e.g. in mainstream press articles).
PRODUCTION ACTIVITIES
SPOKEN
WRITTEN
• give clear, detailed descriptions of complex subjects (e.g.
interinstitutional meetings).
• communicate clearly detailed distinctions between ideas, concepts
and things that closely resemble one other.
• argue a case on a complex issue, formulating points precisely and
employing emphasis effectively (e.g. presentations).
• give a clear, well-structured presentation of a complex subject,
expanding and supporting points of view at some length with
subsidiary points, reasons and relevant examples.
• express themselves fluently and spontaneously, almost effortlessly
(informal and informal exchange).
• consciously adopt the conventions linked to the particular type of
text concerned - structure, level of formality and other
conventions (e.g. summary report, synopsis, minutes).
• expand and support points of view at some length (e.g.
preparatory meetings notes).
• write a suitable introduction and conclusion to a longer report or
article on a complex academic or professional topic provided that
the topic is within their field of interest and there are
opportunities for redrafting and revision.
• write clear, well-structured expositions of complex subjects,
underlining the relevant salient issues (e.g. professional reports).
INTERACTION ACTIVITIES
SPOKEN
• easily keep up with the debate, even on
abstract, complex unfamiliar topics.
• show a good command of a broad lexical
repertoire allowing gaps to be readily
overcome and ensuring spoken fluency.
• understand in detail speech on abstract
and complex topics of a specialist nature
beyond their own field (e.g. committee
meetings, plenary sessions).
• use language flexibly and effectively for
social and professional purposes.
WRITTEN
ONLINE
• express themselves with clarity and
precision, relating to the addressee
flexibly and effectively.
• write formal correspondence such as
letters of clarification, recommendation,
reference, complaints, etc., with good
expression and accuracy.
•
•
•
coordinate a group who are working on a
project online.
engage in real-time online exchanges with
several participants, understanding the
communicative intentions and cultural
implications of the various contributions.
participate effectively in live, online
professional or academic discussion, asking for
and giving further clarification of complex,
abstract issues as necessary (e.g. via Chat
tools).
SOCIOLINGUISTIC APPROPRIATENESS
• understand humour, irony and implicit cultural references and pick
up nuances of meaning.
• recognise a wide range of idiomatic expressions and
colloquialisms, appreciating register shifts.
PRAGMATIC SKILLS
• Coherence and cohesion: produce clear, smoothly flowing, wellstructured speech, showing controlled use of organisational patterns,
connectors and cohesive devices.
• Flexibility: make a positive impact on an intended audience by
effectively varying style of expression and sentence length, use of
advanced vocabulary and word order.
• Propositional precision: qualify opinions and statements precisely in
relation to degrees of, for example, certainty/uncertainty, belief/doubt,
likelihood etc.
• Spoken fluency: express themselves fluently and spontaneously,
almost effortlessly. Only a conceptually difficult subject can hinder a
natural, smooth flow of language.
• Thematic development: use the conventions of the type of text
concerned to hold the target reader’s attention and communicate
complex ideas.
• Turn taking: select a suitable phrase from a readily available range
of discourse functions to preface his/her remarks appropriately in
order to get the floor, or to gain time and keep the floor.
GENERAL LINGUISTIC RANGE
• Use a broad range of complex grammatical structures appropriately and with considerable flexibility.
Vocabulary
Grammatical accuracy
Phonological control
Orthographic control
• select from several vocabulary
options in almost all situations
by exploiting synonyms of even
less common words.
• show a good command of a
broad lexical repertoire
allowing gaps to be readily
overcome with
circumlocutions.
• consistently maintain a high
degree of grammatical accuracy.
• articulate virtually all the sounds
of the target language without
any difficulty.
• can usually self-correct if they
noticeably mispronounced a
sound which clearly leads to
misunderstanding.
• consistently show helpful
layout, paragraphing and
punctuation.
2. LINGUISTIC COMPONENTS
SOCIOCULTURAL THEMES
• An ageing society
• Climate change
• Current issues in the EU
• Erasmus
• Ethics
• EU: presidents, influential people
• European and international news
• Fashion trends and society
• Food and agriculture
• Gentrification of neighbourhoods
• International aid
• Literature
• Social mobility
• Transplants and organ donation
LEXICAL AREAS
• Interjections
• Journalistic English
• Literary styles and register
• Metaphors
• Onomatopoeia
• Register – formal language
• Tautology
GRAMMAR TOPICS
Review and consolidation of all the grammar points covered in the
previous levels
• Cleft sentences
• Future tenses
- nuanced meanings
- fatality
- projects in the past
- refusal
• Infinitive clauses
• Inversions
• Headline English
• Pronouns – impersonal and indefinite
• Reported speech patterns
PRONUNCIATION
Review and consolidation of all the pronunciation points covered in the
previous levels
• Alliteration
• Emphatic forms
• Natural speech patterns vs. speech patterns when giving a speech,
reading a report, etc.
• Repetition
WRITING CONVENTIONS
Review and consolidation of all conventions covered in the previous
levels
• Comma splices – run-on sentences
• Frequently confused words
• Italics, underlining, indenting
• Parallelism
3. METHODOLOGY
The teaching approach combines structure and flexibility based on the Companion Volume to the Common European Framework of Reference
for Languages (CEFR) and centered around EI-relevant task-based activities with the aim of developing transferable skills for independent,
lifelong learning. All courses are given solely in the target language and ...
• are balanced, giving equal weighting to the 4 main skills.
• are based on a spiral curriculum with interlinking lessons.
• include a variety of learning methods: deductive, inductive, active
and collaborative.
• are learner centered.
• encourage self-regulated learning and learner autonomy.
• focus on the ability to use the target language in socially and
culturally appropriate ways.
• have clear measurable outcomes.
• are fully adapted to all learning environments – traditional
classroom, distance learning, etc.
Welcome and warm up phase involving a general discussion of current events or the learners’ activities over the past week in order to provide
an informal transition into the target language.
Revision phase reviewing the topics covered during the previous lesson as well as the correction of any homework.
Presentation of the day’s programme introducing the overall theme, language objectives, functions, phases and activities planned for that day.
Theoretical work phases covering lexical areas, grammar and written and pronunciation work as described in the programme.
Practical application phases including all four skills: listening comprehension, oral production and interaction, reading comprehension, written
production and interaction.
Collaborative activities to promote interaction and the use of spontaneous and practical language between the participants.
Consolidation phase summarising all topics covered during the lesson.
Continuous evaluations: 4 short assessments, one for each skill, to be done at regular intervals throughout the course. Total 40%.
Final evaluation: formal end-of-session exam covering the content of the course programme as well as content reviewed during previous levels.
Total 60%.
The target objectives are based on the CEFR descriptions for each level.
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.
It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a lifelong basis.
CEFR Companion Volume with new descriptors
EUROPEAN INSTITUTIONS
ENGLISH LANGUAGE PROGRAMME - LEVEL 11
At the end of this standard C2.1 course, learners will be able to understand with ease virtually everything heard or read, summarise information
from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation, express themselves
spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. They will be also able to do
the following:
1. LANGUAGE SKILLS
RECEPTION ACTIVITIES
LISTENING
READING
• understand with ease virtually any kind of spoken language, whether
live or broadcast, delivered at fast natural speed.
• identify the sociocultural implications of most of the language used
in colloquial discussions that take place at a natural speed.
• follow specialised lectures and presentations employing
colloquialism, regional usage or unfamiliar terminology.
• get the point of jokes or allusions in a presentation.
• understand any interlocutor, even on abstract and complex topics of
a specialist nature beyond their own field, given an opportunity to
adjust to a less familiar accent.
• understand a wide range of long and complex texts, appreciating
subtle distinctions of style and implicit as well as explicit meaning.
• understand specialised, formal correspondence on a complex
topic.
• understand the finer points and implications of a complex report
or article even outside his/her area of specialisation.
• understand virtually all forms of the written language including
abstract, structurally complex, or highly colloquial literary and
non-literary writings.
PRODUCTION ACTIVITIES
SPOKEN
WRITTEN
• present a complex topic confidently and articulately to an audience
unfamiliar with it, structuring and adapting the talk flexibly to meet
the audience's needs. Handle difficult and even hostile questioning.
• produce clear, smoothly flowing well-structured speech with an
effective logical structure which helps the recipient to notice and
remember significant points (e.g. negotiations).
• produce clear, smoothly flowing, complex reports, articles or
essays which present a case, or give critical appreciation.
• provide an appropriate and effective logical structure which helps
the reader to find significant points (e.g. analyses and syntheses).
• write clear, smoothly flowing, complex texts in an appropriate and
effective style and a logical structure (e.g. introductory or
summary documents).
INTERACTION ACTIVITIES
SPOKEN
• backtrack and restructure around a
difficulty so smoothly the interlocutor is
hardly aware of it.
• converse comfortably and appropriately,
unhampered by any linguistic limitations
in conducting a full social and personal
life.
• hold their own in formal discussion of
complex issues and convey finer shades
of meaning precisely.
WRITTEN
ONLINE
• write virtually any type of
correspondence necessary in the course
of their professional life for all recipients.
• express themselves in an appropriate
tone and style in virtually any type of
formal and informal written interaction.
•
•
•
easily and quickly adapt their register and style
to suit different online environments.
express themselves with clarity and precision
in real-time online discussion, adjusting
language flexibly and sensitively to context,
including emotional, allusive and joking usage.
resolve misunderstandings and deal effectively
with frictions that arise during the
collaborative process.
SOCIOLINGUISTIC APPROPRIATENESS
• effectively employ, both orally and in writing, a wide variety of
sophisticated language to command, argue, persuade, dissuade,
negotiate and counsel.
• appreciate virtually all the sociolinguistic and sociocultural
implications of language used by proficient speakers of the target
language and can react accordingly.
PRAGMATIC SKILLS
• Coherence and cohesion: create coherent and cohesive text making
full and appropriate use of a variety of organisational patterns and a
wide range of cohesive devices.
• Flexibility: make a positive impact on an intended audience by
effectively varying style of expression and sentence length, use of
advanced vocabulary and word order.
• Propositional precision: convey finer shades of meaning precisely by
using, with reasonable accuracy, a wide range of qualifying devices
(e.g. adverbs expressing degree, clauses expressing limitations).
• Spoken fluency: express themselves at length with a natural,
effortless, unhesitating flow. Pauses only to reflect on precisely the
right words to express their thoughts or to find an appropriate
example or explanation.
• Thematic development: use the conventions of the type of text
concerned to hold the target reader’s attention and communicate
complex ideas.
• Turn taking: select a suitable phrase from a readily available range
of discourse functions to preface their remarks appropriately in
order to get the floor, or to gain time and keep the floor.
GENERAL LINGUISTIC RANGE
• exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts precisely, give emphasis, differentiate
and eliminate ambiguity. No signs of having to restrict what they want to say.
Vocabulary
• use consistently correct and
appropriate vocabulary.
• show a of a very broad lexical
repertoire including idiomatic
expressions and colloquialisms;
shows awareness of
connotative levels of meaning.
Grammatical accuracy
• consistently maintain a high
degree of grammatical
accuracy; errors are rare and
difficult to spot.
Phonological control
• employ the full range of
phonological features in the
target language with a high level
of control so that the finer
points of their message are clear
and precise. Intelligibility and
effective conveyance of and
enhancement of meaning are
not affected in any way by
features of accent that may be
retained from other language(s).
Orthographic control
• produce orthographically
free of error writings.
2. LINGUISTIC COMPONENTS
SOCIOCULTURAL THEMES
• Alternative and traditional medicine
• Charities and fundraising
• EU - referenda
• EU – security questions
• European and international news
• Humour and irony
• Industrialisation and deindustrialisation
• Inventions: most influential and future projects
• Justice and home affairs
• Multilingualism
• Panorama of English speaking countries – sites and monuments
• Social problems: cyber-bullying, etc.
• Traditions and values
• Urbanisation – infrastructure and growth
LEXICAL AREAS
• Hyperbole / Understatement
• Neologisms
• Oxymorons
• Palindromes
• Polysemy
• Proverbs
GRAMMAR TOPICS
Review and consolidation of all the grammar points covered in the
previous levels
• Less common use of tenses
Present continuous
- Surely you’re not wearing that again? …
Present simple for story effect
- so I go up to him and ask …
Going to
- You’re not going to borrow my car! Forget it! …
Conditional in the past
- Why on earth would we have gone there? …
Subordinate future clause
- Think of me when I’m lying on the beach …
• Prepositional clauses
• Subjunctive - past
• Uses of should
• Uses of suppose
PRONUNCIATION
Review and consolidation of all the pronunciation points covered in the
previous levels
• Shifting stress patterns developed
• Interpreting emotive speech correctly
• Intonation patterns for expressing emotion: encouragement,
exclamations, reproach, surprise…
WRITING CONVENTIONS
Review and consolidation of all conventions covered in the previous
levels
• Dangling modifiers
• Headers, references, footnotes, citations
• Inversion
• Organisation of information
- principles
- order
- KISS (Keep it short and simple)
3. METHODOLOGY
The teaching approach combines structure and flexibility based on the Companion Volume to the Common European Framework of Reference
for Languages (CEFR) and centered around EI-relevant task-based activities with the aim of developing transferable skills for independent,
lifelong learning. All courses are given solely in the target language and ...
• are balanced, giving equal weighting to the 4 main skills.
• are based on a spiral curriculum with interlinking lessons.
• include a variety of learning methods: deductive, inductive, active
and collaborative.
• are learner centered.
• encourage self-regulated learning and learner autonomy.
• focus on the ability to use the target language in socially and
culturally appropriate ways.
• have clear measurable outcomes.
• are fully adapted to all learning environments – traditional
classroom, distance learning, etc.
Welcome and warm up phase involving a general discussion of current events or the learners’ activities over the past week in order to provide
an informal transition into the target language.
Revision phase reviewing the topics covered during the previous lesson as well as the correction of any homework.
Presentation of the day’s programme introducing the overall theme, language objectives, functions, phases and activities planned for that day.
Theoretical work phases covering lexical areas, grammar and written and pronunciation work as described in the programme.
Practical application phases including all four skills: listening comprehension, oral production and interaction, reading comprehension, written
production and interaction.
Collaborative activities to promote interaction and the use of spontaneous and practical language between the participants.
Consolidation phase summarising all topics covered during the lesson.
Continuous evaluations: 4 short assessments, one for each skill, to be done at regular intervals throughout the course. Total 40%.
Final evaluation: formal end-of-session exam covering the content of the course programme as well as content reviewed during previous levels.
Total 60%.
6.
The target objectives are based on the CEFR descriptions for each level.
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.
It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a lifelong basis.
CEFR Companion Volume with new descriptors
EUROPEAN INSTITUTIONS
ENGLISH LANGUAGE PROGRAMME - LEVEL 12
At the end of this standard C2.2 course, learners will be able to understand with ease virtually everything heard or read, summarise information
from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation, express themselves
spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. They will be also able to do
the following:
1. LANGUAGE SKILLS
RECEPTION ACTIVITIES
LISTENING
READING
• understand with ease virtually any kind of spoken language, whether
live or broadcast, delivered at fast natural speed.
• identify the sociocultural implications of most of the language used
in colloquial discussions that take place at a natural speed.
• follow specialised lectures and presentations employing
colloquialism, regional usage or unfamiliar terminology.
• get the point of jokes or allusions in a presentation.
• understand any interlocutor, even on abstract and complex topics of
a specialist nature beyond their own field, given an opportunity to
adjust to a less familiar accent.
• understand a wide range of long and complex texts, appreciating
subtle distinctions of style and implicit as well as explicit meaning.
• understand specialised, formal correspondence on a complex topic.
• understand the finer points and implications of a complex report or
article even outside his/her area of specialisation.
• understand virtually all forms of the written language including
abstract, structurally complex, or highly colloquial literary and nonliterary writings.
PRODUCTION ACTIVITIES
SPOKEN
WRITTEN
• present a complex topic confidently and articulately to an audience
unfamiliar with it, structuring and adapting the talk flexibly to meet
the audience's needs. Handle difficult and even hostile questioning.
• produce clear, smoothly flowing well-structured speech with an
effective logical structure which helps the recipient to notice and
remember significant points (e.g. negotiations).
• produce clear, smoothly flowing, complex reports, articles or
essays which present a case, or give critical appreciation.
• provide an appropriate and effective logical structure which helps
the reader to find significant points (e.g. analyses and syntheses).
• write clear, smoothly flowing, complex texts in an appropriate and
effective style (e.g. introductory or summary documents).
INTERACTION ACTIVITIES
SPOKEN
• backtrack and restructure around a
difficulty so smoothly the interlocutor is
hardly aware of it.
• converse comfortably and appropriately,
unhampered by any linguistic limitations
in conducting a full social and personal
life.
• hold their own in formal discussion of
complex issues convey finer shades of
meaning precisely (debates,
propositions and negotiations, etc.).
WRITTEN
ONLINE
• write virtually any type of
correspondence necessary in the course
of their professional life.
• express themselves in an appropriate
tone and style in virtually any type of
formal and informal written interaction.
•
•
•
easily and quickly adapt their register and style
to suit different online environments.
express themselves with clarity and precision
in real-time online discussion, adjusting
language flexibly and sensitively to context,
including emotional, allusive and joking usage.
resolve misunderstandings and deal effectively
with frictions that arise during the
collaborative process.
SOCIOLINGUISTIC APPROPRIATENESS
• effectively employ, both orally and in writing, a wide variety of
sophisticated language to command, argue, persuade, dissuade,
negotiate and counsel.
• Appreciate virtually all the sociolinguistic and sociocultural
implications of language used by proficient speakers of the target
language and can react accordingly.
PRAGMATIC SKILLS
• Coherence and cohesion: create coherent and cohesive text making
full and appropriate use of a variety of organisational patterns and a
wide range of cohesive devices.
• Flexibility: make a positive impact on an intended audience by
effectively varying style of expression and sentence length, use of
advanced vocabulary and word order.
• Propositional precision: convey finer shades of meaning precisely by
using, with reasonable accuracy, a wide range of qualifying devices
(e.g. adverbs expressing degree, clauses expressing limitations).
• Spoken fluency: express themselves at length with a natural,
effortless, unhesitating flow. Pauses only to reflect on precisely
the right words to express their thoughts or to find an appropriate
example or explanation.
• Thematic development: use the conventions of the type of text
concerned to hold the target reader’s attention and communicate
complex ideas.
• Turn taking: select a suitable phrase from a readily available range
of discourse functions to preface their remarks appropriately in
order to get the floor, or to gain time and keep the floor.
GENERAL LINGUISTIC RANGE
• exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts precisely, give emphasis, differentiate
and eliminate ambiguity. No signs of having to restrict what they want to say.
Vocabulary
• use consistently correct and
appropriate vocabulary.
• show a of a very broad lexical
repertoire including idiomatic
expressions and colloquialisms;
shows awareness of
connotative levels of meaning.
Grammatical accuracy
• consistently maintain a high
degree of grammatical
accuracy; errors are rare and
difficult to spot.
Phonological control
• employ the full range of
phonological features in the
target language with a high level
of control so that the finer
points of their message are clear
and precise. Intelligibility and
effective conveyance of and
enhancement of meaning are
not affected in any way by
features of accent that may be
retained from other language(s).
Orthographic control
• produce orthographically
free of error writings.
2. LINGUISTIC COMPONENTS
SOCIOCULTURAL THEMES
• Annual European events
• Artificial intelligence
• Beliefs and attitudes
• Call out culture
• Education – current trends
• European and international news
• Fraud prevention
• Humanitarian aid
• International conflict – the EU’s place
• International organisations: NATO, UNICEF, ILO
• Media influence
• Philanthropy
• Quality labels: organic, PONS, etc.
LEXICAL AREAS
• Contranyms
• Etymology
• Euphemisms
• Metonymy
• Mixed metaphors
• Pleonasm
• Poetical language
• Portmanteau words
• Register - comparing formal; informal, standard registers
GRAMMAR TOPICS
Review and consolidation of all the grammar points covered in the
previous levels
• Absolute structures and phrases
• Colloquial contractions
• Common mistakes – continued
• Compound possession
• Compound-complex sentences
• Emphatic mood / forms
• Narrative tenses
• Spoken vs. written grammar
• Subject-auxiliary inversion with negative adverbials
PRONUNCIATION
Review and consolidation of all the pronunciation points covered in the
previous levels
• Shifting stress patterns perfected
WRITING CONVENTIONS
Review and consolidation of all conventions covered in the previous
levels
• Comparing rules
• Embedding
• List format
• Tense shift
3. METHODOLOGY
The teaching approach combines structure and flexibility based on the Companion Volume to the Common European Framework of Reference
for Languages (CEFR) and centered around EI-relevant task-based activities with the aim of developing transferable skills for independent,
lifelong learning. All courses are given solely in the target language and ...
• are balanced, giving equal weighting to the 4 main skills.
• are based on a spiral curriculum with interlinking lessons.
• include a variety of learning methods: deductive, inductive, active
and collaborative.
• are learner centered.
• encourage self-regulated learning and learner autonomy.
• focus on the ability to use the target language in socially and
culturally appropriate ways.
• have clear measurable outcomes.
• are fully adapted to all learning environments – traditional
classroom, distance learning, etc.
Welcome and warm up phase involving a general discussion of current events or the learners’ activities over the past week in order to provide
an informal transition into the target language.
Revision phase reviewing the topics covered during the previous lesson as well as the correction of any homework.
Presentation of the day’s programme introducing the overall theme, language objectives, functions, phases and activities planned for that day.
Theoretical work phases covering lexical areas, grammar and written and pronunciation work as described in the programme.
Practical application phases including all four skills: listening comprehension, oral production and interaction, reading comprehension, written
production and interaction.
Collaborative activities to promote interaction and the use of spontaneous and practical language between the participants.
Consolidation phase summarising all topics covered during the lesson.
Continuous evaluations: 4 short assessments, one for each skill, to be done at regular intervals throughout the course. Total 40%.
Final evaluation: formal end-of-session exam covering the content of the course programme as well as content reviewed during previous levels.
Total 60%.
6.
The target objectives are based on the CEFR descriptions for each level.
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.
It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge
and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The
Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a lifelong basis.
CEFR Companion Volume with new descriptors