CEFR-J Version 1.0 (English)

(C) CEFR-J Project (Director: Yukio Tono, TUFS)Email: y.tono@tufs.ac.jp

PreA1 A1.1 A1.2 A1.3 A2.1 A2.2 B1.1 B1.2 B2.1 B2.2 C1 C2I can catch everyday, familiar words,provided they are delivered clearly andslowly.

I can understand short, simpleinstructions such as "Stand up." "Sitdown." "Stop." etc., provided they aredelivered face-to-face, slowly andclearly.

I can understand short conversationsabout familiar topics (e.g. hobbies,sports, club activities), provided they aredelivered in slow and clear speech.

I can understand phrases and expressionsrelated to matters of immediate relevanceto me or my family, school,neighborhood etc, provided they aredelivered slowly and clearly.

I can understand short, simpleannouncements e.g. on public transportor in stations or airports, provided theyare delivered slowly and clearly.

I can understand and follow a series ofinstructions for sports, cooking, etc.provided they are delivered slowly andclearly.

I can understand the gist of explanationsof cultural practices and customs that areunfamiliar to me, provided they aredelivered in slow and clear speechinvolving rephrasing and repetition.

I can understand the majority of theconcrete information content of recordedor broadcast audio material on topics ofpersonal interest spoken at normal speed.

I can understand the main points of aconversation between native speakers intelevision programmes and in films,provided they are delivered at normalspeed and in standard English.

I can follow a variety of conversationsbetween native speakers, in televisionprogrammes and in films, which make nolinguistic adjustments for non-nativespeakers.

I can recognise the letters of the Englishalphabet, when they are pronounced.

I can catch key information necessary foreveryday life such as numbers, prices,dates, days of the week, provided theyare delivered slowly and clearly.

I can catch concrete information (e.g.places and times) on familiar topicsencountered in everyday life, provided itis delivered in slow and clear speech.

I can understand instructions andexplanations necessary for simpletransactions (e.g. shopping and eatingout), provided they are delivered slowlyand clearly.

I can understand the main points ofstraightforward factual messages (e.g. aschool assignment, a travel itinerary),provided speech is clearly articulated in afamiliar accent.

I can understand instructions aboutprocedures (e.g. cooking, handicrafts),with visual aids, provided they aredelivered in slow and clear speechinvolving rephrasing and repetition.

I can understand the main points ofextended discussions around me,provided speech is clearly articulated andin a familiar accent.

I can understand the main points of shortradio news items about familiar topics ifthey are delivered in a clear, familiaraccent.

I can follow extended speech andcomplex lines of argument provided thetopic is reasonably familiar.

I can understand the speaker's point ofview about topics of current commoninterest and in specialised fields,provided it is delivered at a natural speedand articulated in standard English.

I can recognise words in a picture bookthat are already familiar through oralactivities.

I can read and understand very short,simple, directions used in everyday lifesuch as "No parking", "No food or drink"etc.

I can understand very short, simple,everyday texts, such as simple postersand invitation cards.

I can understand texts of personal interest(e.g. articles about sports, music, travel,etc.) written with simple words supportedby illustrations and pictures.

I can understand explanatory textsdescribing people, places, everyday life,and culture, etc., written in simple words.

I can find the information I need, frompractical, concrete, predictable texts (e.g.travel guidebooks, recipes), providedthey are written in simple English.

I can understand the main points ofEnglish newspaper and magazine articlesadapted for educational purposes.

I can search the internet or referencebooks, and obtain school- or work-related information, paying attention toits structure. Given the occasional use ofa dictionary, I can understand it, relatingit to any accompanying figures or tables.

I can read texts dealing with topics ofgeneral interest, such as current affairs,without consulting a dictionary, and cancompare differences and similaritiesbetween multiple points of view.

I can scan through rather complex textse.g. articles and reports, and can identifykey passages. I can adapt my readingspeed and style, and read accurately,when I decide closer study is worthwhile.

I can recognise upper- and lower-caseletters printed in block type.

I can understand a fast-food restaurantmenu that has pictures or photos, andchoose the food and drink in the menu.

I can understand very short reports ofrecent events such as text messages fromfriends' or relatives', describing travelmemories, etc.

I can understand short narratives withillustrations and pictures written insimple words.

I can understand short narratives andbiographies written in simple words.

I can understand the main points of textsdealing with everyday topics (e.g. life,hobbies, sports) and obtain theinformation I need.

I can understand clearly writteninstructions (e.g. for playing games, forfilling in a form, for assembling things).

I can understand the plot of longernarratives written in plain English.

I can understand in detail specifications,instruction manuals, or reports writtenfor my own field of work, provided I canreread difficult sections.

I can extract necessary information andthe points of the argument from articlesand reference materials in my specialisedfield without consulting a dictionary.

I can express my wishes and makerequests in areas of immediate need suchas "Help! "and "I want ～ ", using basicphrases. I can express what I want bypointing at it, if necessary.

I can ask and answer questions abouttimes, dates, and places, using familiar,formulaic expressions.

I can respond simply in basic, everydayinteractions such as talking about what Ican/cannot do or describing colour, usinga limited repertoire of expressions.

I can ask and answer simple questionsabout familiar topics such as hobies,club activities, provided people speakclearly.

I can give simple directions from place toplace, using basic expressions such as"turn right" and "go straight" along withsequencers such as first, then, and next.

I can exchange opinions and feelings,express agreement and disagreement, andcompare things and people using simpleEnglish.

I can express opinions and exchangeinformation about familiar topics (e.g.school, hobbies, hopes for the future),using a wide range of simple English.

I can explain in detail and withconfidence a problem which has arisen inplaces such as hospitals or city halls. Ican get the right treatment by providingrelevant, detailed information.

I can discuss the main points of newsstories I have read about in thenewspapers/ on the internet or watchedon TV, provided the topic is reasonablyfamiliar to me.

I can actively engage in conversations ona wide range of topics from the generalto more specialised cultural andacademic fields and express my ideasaccurately and fluently.

I can use common, formulaic, daily andseasonal greetings, and respond to thosegreetings.

I can ask and answer about personaltopics (e.g. family, daily routines,hobby), using mostly familiarexpressions and some basic sentences(although these are not necessarilyaccurate).

I can exchange simple opinions aboutvery familiar topics such as likes anddislikes for sports, foods, etc., using alimited repertoire of expressions,provided that people speak clearly.

I can make, accept and decline offers,using simple words and a limited rangeof expressions.

I can get across basic information andexchange simple opinions, using picturesor objects to help me.

I can interact in predictable everydaysituations (e.g., a post office, a station, ashop), using a wide range of words andexpressions.

I can maintain a social conversationabout concrete topics of personal interest,using a wide range of simple English.

I can explain with confidence a problemwhich has arisen in familiar places suchas a station or a shop (e.g. purchasing thewrong ticket) and obtain the rightproduct or service by requesting politelyand expressing gratitude (assuming thatthe provider of the service iscooperative).

I can discuss abstract topics, providedthey are within my terms of knowledge,my interests, and my experience,although I sometimes cannot contributeto discussions between native speakers.

I can exchange opinions about magazinearticles using a wide range of colloquialexpressions.

I can convey very limited informationabout myself (e.g. name and age), usingsimple words and basic phrases.

I can convey personal information (e.g.about my family and hobbies), usingbasic phrases and formulaic expressions.

I can express simple opinions related tolimited, familiar topics, using simplewords and basic phrases in a restrictedrange of sentence structures, provided Ican prepare my speech in advance.

I can express simple opinions about alimited range of familiar topics in aseries of sentences, using simple wordsand basic phrases in a restricted range ofsentence structures, provided I canprepare my speech in advance.

I can introduce myself including myhobbies and abilities, using a seriesofsimple phrases and sentences.

I can make a short speech on topicsdirectly related to my everyday life (e.g.myself, my school, my neighborhood)with the use of visual aids such asphotos, pictures, and maps, using a seriesof simple words and phrases andsentences.

I can talk in some detail about myexperiences, hopes and dreams,expanding on what I say by joiningtogether words, phrases and expressions Ican readily use to make longercontributions.

I can give an outline or list the mainpoints of a short story or a shortnewspaper article with some fluency,adding my own feelings and ideas.

I can give a prepared presentation withreasonable fluency, stating reasons foragreement or disagreement or alternativeproposals, and can answer a series ofquestions.

I can give a fluent presentation, focusingon both the main points and relateddetails. I can depart spontaneously froma prepared text and follow up interestingpoints raised by members of theaudience, often showing remarkablefluency and ease of expression.

I can give a simple explanation about anobject while showing it to others usingbasic words, phrases and formulaicexpressions, provided I can prepare myspeech in advance.

I can convey simple information (e.g.times, dates, places), using basic phrasesand formulaic expressions.

I can give simple descriptions e.g. ofeveryday object, using simple words andbasic phrases in a restricted range ofsentence structures, provided I canprepare my speech in advance.

I can describe simple facts related toeveryday life with a series of sentences,using simple words and basic phrases ina restricted range of sentence structures,provided I can prepare my speech inadvance.

I can give a brief talk about familiartopics (e.g. my school and myneighborhood) supported by visual aidssuch as photos, pictures, and maps, usinga series of simple phrases and sentences.

I can give an opinion, or explain a planof action concisely giving some reasons,using a series of simple words andphrases and sentences.

I can talk about familiar topics and othertopics of personal interest, withoutcausing confusion to the listeners,provided I can prepare my ideas inadvance and use brief notes to help me.

I can give a reasonably smoothpresentation about social situations ofpersonal interest, adding my ownopinions, and I can take a series offollow up questions from the audience,responding in a way that they canunderstand.

I can develop an argument clearly in adebate by providing evidence, providedthe topic is of personal interest.

I can clarify my viewpoints, andmaintain conversation in debates onsocial issues and current affairs,integrating sub-themes or related cases.

I can write upper- and lower-case lettersand words in block letters.

I can fill in forms with such items asname, address, and occupation.

I can write short texts about matters ofpersonal relevance (e.g. likes anddislikes, family, and school life), usingsimple words and basic expressions.

I can write short texts about myexperiences with the use of a dictionary.

I can write invitations, personal letters,memos, and messages, in simple English,provided they are about routine, personalmatters.

I can write a simple description aboutevents of my immediate environment,hobby, places, and work, provided theyare in the field of my personal experienceand of my immediate need.

I can write a description of substantiallength about events taking place in myimmediate environment (e.g. school,workplace, local area), using familiarvocabulary and grammar.

I can report the outline or basic contentof newspaper articles and movies,expressing my own opinions, using non-technical vocabulary and lesscomplicated sentence structures.

I can write business documents (e.g. e-mail, fax, business letters), conveyingdegrees of emotion, in a style appropriateto the purpose, provided they are in myprofessional field.

I can write clear, detailed reports andarticles which contain complicatedcontents, considering cause/effect andhypothetical situations, provided they arein my specialised field and of personalconcern.

I can write down words provided theyare pronounced letter by letter. I cancopy what is written.

I can write short phrases and sentencesgiving basic information about myself(e.g. name, address, family) with the useof a dictionary.

I can write message cards (e.g. birthdaycards) and short memos about events ofpersonal relevance, using simple wordsand basic expressions.

I can write a series of sentences about myhobbies and likes and dislikes, usingsimple words and basic expressions.

I can write texts of some length (e.g.diary entries, explanations of photos andevents) in simple English, using basic,concrete vocabulary and simple phrasesand sentences, linking sentences withsimple connectives like and , but , andbecause .

I can write my impressions and opinionsbriefly about what I have listened to andread (e.g. explanations about lifestylesand culture, stories), using basiceveryday vocabulary and expressions.

I can write coherent instructions tellingpeople how to do things, with vocabularyand grammar of immediate relevance.

I can write narratives (e.g. travel diaries,personal histories, personal anecdotes) inseveral paragraphs, following the orderof events. I can write personal letterswhich report recent events in somedetail.

I can write reasonably coherent essaysand reports using a wide range ofvocabulary and complex sentencestructures, synthesising information andarguments from a number of sources,provided I know something about thetopics.

I can write clear, coherent essays andreports with a wide repertoire ofvocabulary and complex sentencestructures, emphasizing important points,integrating sub-themes, and constructinga chain of argument, as long as I do notneed to express subtle nuances offeelings and experience.

WRITING

Writing

Skills

UNDERSTANDING

SPEAKING

Listening

Reading

I have no difficulty in understanding anykind of spoken language, whether live orbroadcast, even when delivered at fastnative speed, provided I have some timeto get familiar with the accent.

I can understand long and complexfactual and literary texts, appreciatingdistinctions of style. I can understandspecialised articles and longer technicalinstructions, even when they do notrelate to my field.

I can read with ease virtually all forms ofthe written language, including abstract,structurally or linguistically complextexts such as manuals, specialised articlesand literary works.

I can express myself fluently andspontaneously without much obvioussearching for expressions. I can uselanguage flexibly and effectively forsocial and professional purposes. I canformulate ideas and opinions withprecision and relate my contributionskilfully to those of other speakers.

I can take part effortlessly in anyconversation or discussion and have agood familiarity with idiomaticexpressions and colloquialisms. I canexpress myself fluently and convey finershades of meaning precisely. If I do havea problem I can backtrack and restructurearound the difficulty so smoothly thatother people are hardly aware of it.

Spokeninteraction

Spokenproduction

I can understand extended speech evenwhen it is not clearly structured andwhen relationships are only implied andnot signalled explicitly. I can understandtelevision programmes and films withouttoo much effort.

I can present clear, detailed descriptionsof complex subjects integrating sub-themes, developing particular points androunding off with an appropriateconclusion.

I can present a clear, smoothly flowingdescription or argument in a styleappropriate to the context and with aneffective logical structure which helpsthe recipient to notice and remembersignificant points.

I can express myself in clear, well-structured text, expressing points of viewat some length. I can write aboutcomplex subjects in a letter, an essay or areport, underlining what I consider to bethe salient issues. I can select styleappropriate to the reader in mind.

I can write clear, smoothly flowing textin an appropriate style. I can writecomplex letters, reports or articles whichpresent a case with an effective logicalstructure which helps the recipient tonotice and remember significant points. Ican write summaries and reviews ofprofessional or literary works.