[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78536-en":3,"doc-seo-78536-105":31,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},78536,7971461740909,"Levi","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Research & Report","British Council EAQUALS Core Inventory for General English","The British Council and EAQUALS core inventory translates CEFR concepts into a practical, teacher-focused resource for general English instruction. It supports teachers in applying and adapting CEFR levels and competences to daily lesson planning through a structured list of language points and key lexis for balanced courses at each level. The publication outlines project aims, procedures, products, CEFR-based scenarios, best-practice documentation, and user guidelines, with appendices mapping CEFR characteristics, scenarios, text types, and language content.","British Council – EAQUALS  \nCore Inventory for General English  \nA Core Inventory for General English  \nBrian North, Angeles Ortega and Susan Sheehan  \nPublication data  \nCopyright British Council/EAQUALS (European Association for Quality Language Services) except where otherwise stated.  \nISBN: 978-086355-653-1  \nForeword  \nThe embedding of the CEFR in English Language Teaching has been a long process but we have now reached a stage where the CEFR levels and the competences area core component of teacher training and of daily teacher practice.  \nAs a global organisation we at the British Council appreciate the significance of the CEFR. Our websites and teacher resources are global and need the structure and definition provided by the CEFR to make our work more coherent.  \nThe British Council is committed to supporting teachers of English worldwide and providing them with training and resources.  \nApplying, and where needed adapting, the CEFR to their own teaching approach  \nis an important competence for teachers, and for many teachers extra training, resources and support are needed to make this successful.  \nThis project aims to be one of those resources – providing support to teachers in applying the CEFR to their daily work, by providing a practical inventory of language points that should be a part of a balanced course at each level of the CEFR.  \nOur goal is to provide direction for teachers in how to select inventory items and plan lessons that will help students gain the competences they need within CEFR.  \nThis project started many years ago as a modest attempt to pull together a core list of discrete language points and key lexis for each level of the CEFR. I set it up as a database of language points and exponents somewhat loosely tied to CEFR levels, as a guide to coursebook contents and lesson planning. To help teachers focus on while planning lessons. It was only partly successful as it did not benefit from the academic rigour and research background which this kind of teaching resource needs.  \nWe decided in 2009 to revive this project with the appropriate academic input and research, and approached Brian North and EAQUALS to work together as partners in providing this much-needed (and oft-requested) resource for teachers.  \nBrian North has led an international team of teachers and trainers, with Susan Sheehan coordinating the British Council’s input, and the team has produced a fantastic resource that I believe will be greatly welcomed by ELT teachers everywhere.  \nThe project resources will be made available in different formats – poster, booklet, website, ebook – so that we can reach as many teachers as possible.  \nWe hope this is useful for your work, and would be delighted to receive feedback and suggestions for extending the project in new directions.  \nMichael Carrier  \nHead English Language Innovation British Council  \nAcknowledgements  \nThe British Council and EAQUALS would like to thank the following people who contributed to the workshops in this project:  \nMila Angelova, Rachel Bowden, Peter Brown, Lucy Chambers, Alistair Fortune, Tim Goodier, Clare Grundy, Roxane Harrison, Andrew Hart, Neil Hatfield, Sam Hawes, Nicky Johnson, Nareene Kaloyan, Hanan Khalifa, Maja Kukoya, Martin Lowder, Brian North, Niamh O’Leary, Barry O’Sullivan, Angeles Ortega, Susan Sheehan, Jana Pirkova, Caroline Preston, Richard Simpson, Howard Smith, Liz Tuck, Marieta Tusheva.  \nContents  \n1 The CEFR 6  \n2 Project Aims 8  \n3 Project Procedure 9  \n4 Project Products 12  \n5 CEFR-based Scenarios 13  \n6 A Core Inventory: Documentation of Best Practice 18  \n7 Guidelines for Users 20  \n8 Conclusion 21  \nAppendices  \nA Salient Characteristics of CEFR levels – spoken language 23  \nB CEFR-based Scenarios 26  \nC Mapping Text Types 36  \nD Mapping Language Content 38  \nE Exponents for Language Content 43  \n1 The CEFR  \nThe CEFR was published in 2001 in English 1 and French after a period of development from 1992 to 1996 and piloting from ","cbCaikCU2ngNdBjr","https://ap.wps.com/l/cbCaikCU2ngNdBjr","pdf",814995,4,1,37,"English","en",105,"# The CEFR\n# Project Aims\n# Project Procedure\n# Project Products\n# CEFR-based Scenarios\n# A Core Inventory: Documentation of Best Practice\n# Guidelines for Users\n# Conclusion\n## Appendix A Salient Characteristics of CEFR levels – spoken language\n## Appendix B CEFR-based Scenarios\n## Appendix C Mapping Text Types\n## Appendix D Mapping Language Content\n## Appendix E Exponents for Language Content","[{\"question\":\"What is the purpose of the CEFR in English language teaching described in the document?\",\"answer\":\"The CEFR provides defined common reference levels (A1–C2) and encourages reflection on how current teaching meets learners’ real-world language needs. It also offers competences and activity descriptions for spoken and written communication.\"},{\"question\":\"How does the core inventory support teachers in lesson planning?\",\"answer\":\"It provides a practical inventory of language points that should form part of a balanced course at each CEFR level. The goal is to help teachers select inventory items and plan lessons that build the competences learners need.\"},{\"question\":\"How was the project developed and later revived?\",\"answer\":\"The project began as an initial attempt to compile core language points and key lexis for CEFR levels as a guide for coursebook content and planning. In 2009 it was revived with additional academic input and research, with British Council and EAQUALS collaboration.\"}]","British Council EAQUALS Core Inventory for General English | PDF",1784100952,93,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":35,"description":14,"schema_data":36,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":29},"british-council-eaquals-core-inventory-for-general-english","",{"@graph":37,"@context":86},[38,54,69],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,49,52],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":48},"https://docshare.wps.com/document/","Document",2,{"item":50,"name":12,"@type":44,"position":51},"https://docshare.wps.com/document/research-report/",3,{"item":53,"name":13,"@type":44,"position":20},"https://docshare.wps.com/document/british-council-eaquals-core-inventory-for-general-english/78536/",{"url":53,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":24,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":42,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-07-29","2026-07-15",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What is the purpose of the CEFR in English language teaching described in the document?","Question",{"text":76,"@type":77},"The CEFR provides defined common reference levels (A1–C2) and encourages reflection on how current teaching meets learners’ real-world language needs. It also offers competences and activity descriptions for spoken and written communication.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"How does the core inventory support teachers in lesson planning?",{"text":81,"@type":77},"It provides a practical inventory of language points that should form part of a balanced course at each CEFR level. The goal is to help teachers select inventory items and plan lessons that build the competences learners need.",{"name":83,"@type":74,"acceptedAnswer":84},"How was the project developed and later revived?",{"text":85,"@type":77},"The project began as an initial attempt to compile core language points and key lexis for CEFR levels as a guide for coursebook content and planning. 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