Inspiring Communication - Perspectives Pre-Intermediate - and the Common European Framework of Reference

Oct 1, 2026

Uploaded by Aditya

An overview explains the Common European Framework of Reference for Languages (CEFR), its purpose in promoting coherent language learning and intercultural awareness, and how it supports learner autonomy through “can do” descriptors. The document describes CEFR’s six proficiency levels from A1 to C2, highlights intermediate bands such as A2+ and B2+, and clarifies that CEFR is a reference framework rather than a teaching method prescription. It then maps Perspectives courses to CEFR global levels, aligning exercises with core descriptors and updated wording from the 2018 Companion Volume, noting areas not included.

LanguageEnglish

CategoryExam

FormatPDF

Pages129

Reading Time5 h 25 min

AccessFree to download

Introduction

What is the Common European Framework of Reference?

What are the aims of the CEFR?

How are the levels of the CEFR organised?

How does the CEFR correspond to Perspectives?

How does PERSPECTIVES match the aims of the CEFR?

Inspiring Communication PersPectives Pre-IntermedIate and the Common European Framework of Reference Introduction What is the Common European Framework of Reference? The Council of Europe has developed the Common European Framework of Reference: Learning, Teaching, Assessment (or CEFR for short) with a view to promoting language teaching and learning within Europe. They have also recently updated and added to descriptors (see the Companion Volume with New Descriptors from 2018). The CEFR aims to provide a descriptive framework which encourages the development of language skills and intercultural awareness, learner autonomy and lifelong learning. It is of interest to course designers and coursebook writers as well as teachers, testers and teacher trainers. The CEFR aims to promote a coherent approach to language learning with an emphasis on examining what we can do with a language. It also provides a framework which permits the comparison of the language levels of individuals in an impartial way. What are the aims of the CEFR? It is important to be aware that the CEFR is designed as a set of common reference points and not as a set of points that should be covered systematically in study. One level or one set of reference points is not intended to refer to a year of study or a number of hours of study. It recognises that students have different aims and learn at different speeds. The CEFR does not intend to prescribe a method of teaching, and recognises that there are a variety of methods relevant to different teaching contexts. However, it has a clear focus on the four skills and on developing an ability to communicate rather than acquire knowledge. The CEFR also emphasises acquiring the skills to learn independently. It encourages autonomy in students and focuses on what they ‘can do’ and not on what they still need to learn. The CEFR intends to help define teachers’ and learners’objectives. Teachers need to understand what they want to achieve on a course and students need clear objectives. The CEFR provides a set of descriptors and levels of competence that help focus such aims. How are the levels of the CEFR organised? The CEFR has six levels which range from A1 (students with a starter level of English) to C2 (students who can use the language fluently and with precision) . Below is an overview of these levels. | Proficient | C2 | Mastery | Students can use the language precisely and fluently with near native competence. | | --- | --- | --- | --- | | | C1 | Effective Operational Proficiency | Students are proficient in the language and have a wide range of vocabulary. | | Independent | B2 | Vantage | Students are able to express themselves in increasingly abstract ways. | | | B1 | Threshold | Students at this level can maintain conversations. | | Basic | A2 | Waystage | Students are able to get by inan increasing range of social situations. | | | A1 | Breakthrough | Students can express themselves in simple, basic language. | Note that the CEFR recognises intermediate levels between the global levels above – A2+, B2+, etc. Each of the six levels of the CEFR is defined by a large set of descriptors – ‘can do tick points’ – which aim to define the expected language ability of an individual at each of the levels. For example, one of the descriptors under the heading Conversation at B1 level is: Can follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular words and phrases. At C2 level, a descriptor under the same heading is: Can converse comfortably and appropriately, unhampered by any linguistic limitations in conducting a full social and personal life. How does the CEFR correspond to Perspectives? The Perspectives series has a communicative approach with an emphasis on learning language in real life contexts and on producing language in a broad range of speaking and writing situations. Consequent

FAQs

What is the Common European Framework of Reference (CEFR) and what is it designed to do?

The CEFR is a framework developed by the Council of Europe to support language teaching and learning within Europe. It encourages development of language skills and intercultural awareness, learner autonomy, and lifelong learning through reference points and descriptors.

How are CEFR proficiency levels organized?

CEFR has six levels ranging from A1 to C2, with intermediate levels such as A2+ and B2+ recognized. Each level is described using “can do tick points” that define expected ability, including examples for conversation skills.

How does the Perspectives series relate to CEFR levels?

Perspectives uses a communicative approach in real-life contexts and maps exercises to core CEFR descriptors. Perspectives Pre-intermediate maps to B1 Threshold, Intermediate to B1 Threshold and some B2 Vantage (B1+), Upper Intermediate to B2 Vantage, and Advanced to C1 Effective Operational Proficiency.

Oct 1, 2026

Uploaded by Aditya