About the Common European Framework of Reference for Languages (CEFR)


The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of assessing and teaching which applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels are becoming widely accepted as the European standard for grading an individual's language proficiency.


  What exams are on the CEFR?

The CEFR describes language ability on a scale of levels from A1 for beginners up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing, such as teachers or learners, to see the level of different qualifications. It also means that employers and educational institutions can easily compare our qualifications to other exams in their country. 

The diagram below shows all of our English exams on the CEFR.



Can understand with ease virtually everything heard or read. Can summarise information from
different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating
finer shades of meaning even in more complex situations.


Can 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.



Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialisation. Can interact with a degree of fluency and
spontaneity that makes regular interaction with native speakers quite possible without strain for
either party. 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.

论 广泛领域的话题,能就时事发表自己的观点,并能对各种可能性陈述其利弊。


Can understand the main points of clear standard input on familiar matters regularly encountered
in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an
area where the language is spoken. Can produce simple connected text on topics which are
familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions
and briefly give reasons and explanations for opinions and plans.

在 目的语国家和地区旅游时,能用所学语言应对碰到的大部分情况。能就一些熟悉的主题
能介绍自己的期待和目的,并能对计划和想法做简单的解释 和说明。


Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g. very basic personal and family information, shopping, local geography, employment).
Can communicate in simple and routine tasks requiring a simple and direct exchange of information
on familiar and routine matters. Can describe in simple terms aspects of his/her background,
immediate environment and matters in areas of immediate need.

境、工作等。能就自己熟悉或惯常的生活 话题完成简单而直接的交流。能用简单的词语讲


Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and
answer questions about personal details such as where he/she lives, people he/she knows and
things he/she has. Can interact in a simple way provided the other person talks slowly and clearly
and is prepared to help.



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