Diagnostic performance

Report Assem Ahmad

Student's
Name: Grade: Matching level Level 5 Date May 11th, 2025

Grade
Metrics:
3) - 5)- B2
1)- Pre A 1 A2 6)- C1
2)- A1 4)-
B1
Reading skills Performance Score band
Reading for Pre-A1 : 4/20
Task 1 : .../5
''Gist''. Reading A1 : 7/20
Task 2 .../5 A2 : 11/20
for''details''. B1 : 14/20
Task 3 , 4.../10
Reading for B2 : 17/20
C1 : 19 /20
''comprehension'
' Descriptors
I can understand familiar names, words and very simple sentences, for
A1 example on notices and posters or in catalogues.
I can read very short, simple texts. I can find specific, predictable information in simple
A2 everyday material such as advertisements, prospectuses, menus and timetables and I can
understand short simple personal letters

I can understand texts that consist mainly of high-frequency everyday or job-related

B1 language. I can understand the description of events, feelings and wishes in personal
letters

I can read articles and reports concerned with contemporary problems in which the
B2 writers adopt particular attitudes or viewpoints. I can understand contemporary literary
prose.

I can understand long and complex factual and literary texts, appreciating distinctions
C1 of style. I can understand specialised articles and longer technical instructions, even when
they do not relate to my field.
Listening skills Performance Score band
Listening for Pre-A1 : 4/20
Task 1 : .../5
''Gist''. Listening A1 : 7/20
Task 2...../5
for''details''. A2 : 11/20
Task 3 , 4.../10 B1 : 14/20
Listening for
B2 : 17/20
''comprehension'' C1 : 19 /20
Descriptors
I can recognise familiar words and very basic phrases concerning myself, my family and
immediate concrete surroundings when people speak slowly and clearly
A1
I can understand phrases and the highest frequency vocabulary related to areas of most immediate
personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I
A2 can catch the main point in short, clear, simple messages and announcements.

I can understand the main points of clear standard speech on familiar matters regularly
encountered in work, school, leisure, etc. I can understand the main point of many radio or TV
B1 programmes on current affairs or topics of personal or professional interest when the delivery
is relatively slow and clear.

I can understand extended speech and lectures and follow even complex lines of
B2 argument provided the topic is reasonably familiar. I can understand most TV news and
current affairs programmes. I can understand the majority of films in standard dialect.

I can understand extended speech even when it is not clearly structured and when
C1 relationships are only implied and not signalled explicitly. I can understand television
programmes and films without too much effort.

Reading Listening
Reading Comprehension Understanding Interaction between Native
Reading Correspondence Speakers.
Reading for Orientation Listening as a Member of a Live Audience
Reading for Information and Argument Listening to Announcements & Instructions
Reading Instructions Listening to Radio &Audio Recordings
Audio/Visual Watching TV & Film

Examiner notes:
 Speaking skills Performance Score band

Spoken Part 1 , 2 and 3 Pre-A1 : 0-1

Interaction Fluency and A1 : 2-3
coherence : Lexical A2 : 3-4
Spoken recourse : B1 : 4-5
Production Grammatical range and B2 : 5-6
accuracy : Pronunciation : C1 : 7-9
Average all aspects :

Performance
Descriptors
• No communication possible - No rate-able language 1
• Pauses lengthily before most words• Little communication possible
2
with long pauses , has limited ability to link simple sentences -Gives only simple responses and is
Speaks
frequently
3
unable o convey basic message
• Cannot respond without noticeable pauses and may speak slowly, with frequent repetition and
self-correction - Links basic sentences but with repetitious use of simple connectives and some
Fluency and breakdowns in coherence
Coherence
• Usually maintains flow of speech but uses repetition, self-correction and/or slow speech to keep going.
May over-use certain connectives and discourse markers-Produces simple speech fluently, but more complex 5

communication causes fluency problems.

4
•Is willing to speak at length, though may lose coherence at times due to occasional repetition, self correction or
6
hesitation-Uses a range of connectives and discourse markers but not always appropriately

• Speaks at length without noticeable effort or loss of coherence -May demonstrate language-related hesitation at

7
times,or some repetition and/or self-correction.-Uses a range of connectives and discourse markers with some flexibility

•Speaks fluently with only occasional repetition or self-correction; hesitation is usually content related and only
8
Lexical rarely to search for language- Develops topics coherently and appropriately
resources •Speaks fluently with only rare repetition or self correction;any hesitation is content related rather than to find
words
9
or grammar.- Speaks coherently with fully appropriate cohesive features-Develops topics fully and appropriately
• Only produces isolated words or memorized utterances
1
Uses simple vocabulary to convey personal information• Has insufficient vocabulary for less familiar topics 2
• Is able to talk about familiar topics but can only convey basic meaning on unfamiliar topics
and makes frequent errors in word choice • Rarely attempts paraphrase 3
• Manages to talk about familiar and unfamiliar topics but uses vocabulary with limited
flexibility• Attempts to use paraphrase but with mixed success 4
Has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriateness
Grammatical 5
range and • Generally paraphrases successfully
accuracy Uses vocabulary resource flexibly to discuss a variety of topics • Uses some less common and idiomatic
vocabulary
and shows some awareness of style and collocation, with some inappropriate choices• Uses paraphrase

effectively
6
Uses a wide vocabulary resource readily and flexibly to convey precise meaning• Uses less common and
idiomatic vocabulary skilfully,with occasional inaccuracies • Uses paraphrase effectively as required 7
Uses vocabulary with full flexibility and precision in all topics• Uses idiomatic language naturally and accurately
8
Cannot produce basic sentence forms 1
• Atte
mpts basic sentence forms but with limited success, or relies on apparently memorised utterances 2
• Makes e accuracy- Uses a limited range of more complex structures, but these usually contain errors
numerous and may cause some comprehension problems
errors except
in Uses a mix of simple and complex structures, but with limited flexibility May make frequent mistakes with
complex
memorised 5
structures, though these rarely cause comprehension problems
expressions
Uses a range of complex structures with some flexibility- Frequently produces error-free sentences, though
Produces
basic 6
some grammatical mistakes persist
sentence
forms and U
some correct •
ses a wide range of structures flexibly• Produces a majority of error-free sentences with only very occasional
simple
sentences
but inappropriateness or basic/unsystematic errors 7
subordinate
structures a full range of structures naturally and appropriately- Produces consistently accurate structures apart from
are rare Uses
‘slips’
8
• Errors characteristic of native speaker speech
are frequent
and may
lead to
misundersta
nding
•
P
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b
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s
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n
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e

f
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m
s

w
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 Performance Descriptors
• Speech is often unintelligible
1
• Shows some of the features of Band 1 and some, but not all, of the positive features of Band 3
2
• a limited range of pronunciation features• Attempts to control features but lapses are frequent
Uses
3
• Mispronunciations are frequent and cause some difficulty for the listener.
Pronunciati • Shows all the positive features of Band 3 and some, but not all, of the positive features of Band 5
on 4
Uses a range of pronunciation features with mixed control• Shows some effective use of features but
this is not sustained • Can generally be understood throughout, though mispronunciation of individual words
or 7
5
sounds reduces clarity at times
Shows all the positive features of Band 6 and some, but not all, of the positive features of Band 8 6
Uses a wide range of pronunciation features• Sustains flexible use of features, with only occasional lapses
• Is easy to understand throughout; L1 accent has minimal effect on intelligibility

• Uses a full range of pronunciation features with precision and subtlety Sustains flexible use of features
throughout
8
• Is effortless to understand

Components
Pronunciation Grammatical range Lexical resources
1-Place of Adjectives: common and Questions

articulation : Velar : 5-Inton demonstrative Verb + ing/infinitive: like/

Adverbs of frequency want-would like
/k/ , /g/. atio
Comparatives and Wh-questions in past
Palatal : /ʒ/ n: superlatives Going to Zero and 1st conditionals
,/j/. Flat How much/how many and
Alveolar : /t/,/s/,/d/,/z/,/n/,/l/. Risin very common uncountable
nouns I’d like
Dental : /Ѳ/ , /ð/. g
Imperatives (+/-)
Labio-dental : /f/ , /v/. Fall-rise Intensifiers - very basic
Bilabial : /p/ , /b/ /m/ and intonation Modals: can/can’t/could/couldn’t
Possessive adjectives
/w/. Glottal : /h/. Rise- fall
Possessive s
intonation Prepositions, common
2-Manner of articulation : Prepositions of place

Plosives : /p/ , /b/ , /t/ , /d/ , Prepositions of time, including

in/on/at
/k/ , Pronouns: simple, personal
/g/. Questions
Fricatives : /f/ , /v/ , /ʃ/, /ʒ/ There is/are
To be, including
Nasals : /m/,/n/,/ŋ/
question+negatives
Affricatives : /tʃ/ ,/dʒ/. Verb + ing: like/hate/love
Present simple
Present continuous
3-Vowel
Past simple of “to be”
s Lax Adjectives – comparative, – use
Tens of than and definite article
Adjectives – superlative – use of
e
definite article
Diphthong Adverbial phrases of time, place
Monophthong and frequency – including word
order Adverbs of frequency
Articles – with countable and
4-Stress: uncountable nouns
Stress on the first Future Time (will and going
syllable. Stress on last to) Gerunds
Imperatives Past
syllable.
simple Past
Stress on the continuous
penultimate syllable . Phrasal verbs – common
Possessives – use of ‘s, s’
Stress on ante-
Prepositional phrases (place, time
penultimate syllable and movement)
(third from the end). Prepositions of time: on/in/at
Compound words. Present continuous for
future Present perfect
Adverbs
Broader range of intensifiers
Food and drink
Nationalities and
Examiner notes:
such as too, enough countries Personal
Comparatives and superlatives information
Complex question tags Things in the town, shops
The examinee demonstrated a general
Conditionals, 2nd and 3rd and shopping speech but uses repetition that is relat
Connecting words expressing
cause and effect, contrast etc.
Verbs – basic
Adjectives: personality,
he wants to say which slows the speec
Future continuous description, feelings examinee rarely uses cohesive devices
Modals - must/can’t deduction
Modals – might, may, will,
Food and drink
Things in the town, shops
very basic transitional connectives. Re
probably Modals – should and shopping is able to talk about familiar topics with
have/might have/etc
Modals: must/have to
Travel and produce basic sentences with reasonab
services Directions
Past continuous Describing habits and
complex structures and tends to use th
Past perfect routines Giving personal related to some tenses such as the nar
Past simple information Greetings
Past tense responses Telling the time
The examinee uses a limited range of p
Phrasal verbs, extended Understanding and using connect his speech naturally. He also h
Present perfect
continuous Present
numbers Understanding
and using prices Describing
learners when it comes to the sounds /
perfect/past simple habits and routines confusion between /p/ and /b/ in the pl
Reported speech (range of
tenses) Simple passive
Describing past articulation.
experiences Describing
Wh- questions in the past people
Will and going to, for prediction Describing places
Future continuous Describing things
Future perfect Obligation and
Future perfect necessity Requests
continuous Mixed Suggestions
conditionals Checking understanding
Modals – can’t have, needn’t Describing experiences
have Modals of deduction and and events Describing
speculation feelings and emotion
Narrative tenses Expressing opinions;
Passives language of agreeing
Past perfect and disagreeing
Past perfect Initiating and closing
continuous Phrasal conversation Managing
verbs, extended interaction (interrupting,
Relative clauses changing topic, resuming
Reported speech or continuing)
Will and going to, for prediction
Expressing reaction, e.g.
Wish
indifference Interacting
Would expressing habits, in the
informally, reacting,
past
expressing interest,
sympathy, surprise etc.
Opinion,
justification
Speculating
Taking the initiative in
interaction Synthesizing
 Writing Performan Score
skills ce band
Coherence and Task 1 : Pre-A1 : 0-1
cohesion
Task 2 : A1 : 2-3
Lexical resources A2 : 3-4
Grammatical range Average tasks B1 : 4-5
and accuracy
score: B2 : 5-6
C1 : 7-9

Examiner notes

Aspect Performance Descriptors Band

• Fails to communicate any message 1
• Has very little control of organisational features 2
• Does not organize ideas logically- May use a very limited range of
3
cohesive devices, and those used may not indicate a logical relationship
between ideas
4
• Presents information and ideas but these are not arranged
coherently and there is no clear progression in the response-Uses some
Coherence and basic cohesive devices but these may be inaccurate or repetitive 5
cohesion • Presents information with some organisation but there may be a lack of
overall progression- Makes inadequate, inaccurate or over-use of cohesive
devices• May be repetitive because of lack of referencing and substitution 6
• Arranges information and ideas coherently and there is a clear overall
progression
• Uses cohesive devices effectively, but cohesion within and/or 7
between sentences may be faulty or mechanical • May not always use
referencing clearly or appropriately Logically organises information and
ideas; there is clear progression throughout
• Uses a range of cohesive devices appropriately although there may be
some
under/over-use.
• Uses cohesion in such a way that it attracts no attention• Skilfully manages
paragraphing 8
Aspect Performance Descriptors Band
• Can only use a few isolated words
1

an extremely limited range of vocabulary; essentially no control of word

Uses
formation and/or spelling 2

only a very limited range of words and expressions with very limited control of word
Uses
3
formation and/or spelling; errors may severely distort the message
• Uses only basic vocabulary which may be used repetitively or which may be
inappropriate
for the task • Has limited control of word formation and/or spelling; errors may cause
Lexical strain for 4
resources the reader.
• Uses a limited range of vocabulary, but this is minimally adequate
for the task • May make noticeable errors in spelling and/or word formation that 5
may cause some difficulty for the reader.

Uses an adequate range of vocabulary for the task • Attempts to use less common
vocabulary but with some inaccuracy • Makes some errors in spelling and/or word
formation, 6
but they do not impede communication

Uses a sufficient range of vocabulary to allow some flexibility and precision

• Uses less common lexical items with some awareness of style and collocation • May
7
produce occasional errors in word choice, spelling and/or word formation

• Uses a wide range of vocabulary fluently and flexibly to convey precise meanings
•Skilfully uses uncommon lexical items but there may be occasional inaccuracies in word
8
choice and collocation• Produces rare errors in spelling and/or word formation

• Uses a wide range of vocabulary with very natural and sophisticated control of
lexical
features; 9
rare minor errors occur only as ‘slips’

• Cannot use sentence forms at all

1
• Cannot use sentence forms except in memorised phrases
2

and sentence forms but errors in grammar and punctuation predominate

Attempts 3
distort the meaning
Uses only a very limited range of structures with only rare use of

Grammatic subordinate clauses • Some structures are accurate but errors predominate, 4
al range and punctuation is often faulty
and • Uses only a limited range of structures • Attempts complex sentences but
accuracy these tend
to be less accurate than simple sentences • May make frequent grammatical

errors 5
and structures with full flexibility and accuracy; rare minor errors
punctuation occur only as ‘slips’. 9
may be
faulty; errors
can cause
some
difficulty for
the reader
• Uses a mix
of simple
and
complex
sentence
forms
Makes
some
errors in
grammar
6
and
punctuation
but they
rarely
reduce
communicati
on
• Uses a
variety of
complex
structures
• Produces
frequent
error-free
sentences
•
Has
good
control of
grammar
and
punctuation
but may
make a few
errors.
• Uses a wide
range of
structures •
The
majority of
sentences
are error-
free Makes
8
only very
occasional
errors or
inappropriate
ness.
Uses a wide
range of
 Overall Results

Reading Score band : Score CEFR Capsules Level

-(0-1) Pre - A1 = First C
-(2-3) Pre- A1 + = level 1-2
A1
-(3.5) = Level 3
-(4) A1+ = Level 4
Listening Score band: -(4.5) A2 = Level 5
Average -(5) A2+ = Level 6
overall -(5.5) B1 = Level 7
score: -(6) B2 = Level 8
-(6.5) B2+ = Level 9
Score band: -(7) C1 = Level 10
Speaking
-(7.5) C1+ = Level 11 ,12

Writing Score band:

A1
Level A1 is the lowest level of generative language use - the point at which the learner
can interact in a simple way, ask and answer simple questions about themselves, where they live, people
they know, and things they have, initiate and respond to simple statements
in areas of immediate need or on very familiar topics, rather than relying purely on a very finite
rehearsed, lexically organised repertoire of situation-specific phrases

A2
Level A2 appears to reflect the level referred to by the Waystage specification. It is at this level that
the majority of descriptors stating social functions are to be found, like use simple everyday polite
forms of greeting and address; greet people, ask how they are and react to news; handle very short
social exchanges; ask and answer questions about what they do at work and in free time; make and
respond to invitations; discuss what to do, where to go and make arrangements to meet; make and
accept offers. Here too are to be found descriptors on getting out and about: the simplified cut-
down version of the full set of transactional
specifications in “The Threshold Level” for adults living abroad, like: make simple transactions in shops,
post offices or banks; get simple information about travel; use public transport: buses, trains, and
taxis, ask for basic information, ask and give directions, and buy tickets;
ask for and provide everyday goods and services.

A2+
This band represents a strong Waystage (A2+) performance. What is noticeable here
is more active participation in conversation given some assistance and certain limitations, for
example: understand enough to manage simple, routine exchanges without undue effort;
make him/herself understood and exchange ideas and information on familiar topics in predictable everyday situations,
provided the other person helps if necessary; deal with everyday situations with predictable content, though he/she will
generally have to compromise the message and search for words; plus significantly more ability to sustain monologues, for
example: express how he/she feels in simple terms; give an extended description of everyday aspects of his environment e.g.
people, places, a job or study experience; describe past activities and personal experiences; describe habits and routines;
describe plans and arrangements; explain what he/she likes or dislikes about something
 B1
Level B1 reflects the Threshold Level specification and is perhaps most categorised by
two features. The first feature is the ability to maintain interaction and get across what you want to, in
a range of contexts, for example: generally follow the main points of extended discussion around
him/her, provided speech is clearly articulated in standard dialect; express the main point he/she
wants to make comprehensibly; keep going comprehensibly, even though pausing for grammatical
and lexical planning and repair is very evident, especially
in longer stretches of free production. The second feature is the ability to cope flexibly with
problems in everyday life, for example cope with less routine situations on public transport; deal
with most situations likely to arise when making travel arrangements through an agent or when
actually travelling; enter unprepared into conversations on familiar topics

B1+
This band seems to be a strong Threshold performance. The same two main features at
B1 continue to be present, with the addition of a number of descriptors which focus on the
exchange of quantities of information, for example: provide concrete information required in an
interview/consultation (e.g. describe symptoms to a doctor) but does so with limited precision;
explain why something is a problem; summarise and give his or her opinion about
a short story, article, talk, discussion interview, or documentary and answer further questions of
detail; carry out a prepared interview, checking and confirming information, though he/she may
occasionally has to ask for repetition if the other person’s response is rapid or extended; describe
how to do something, giving detailed instructions; exchange accumulated factual information on
familiar routine and non-routine matters within his field with some confidence

B2
Descriptors calibrated at Level B2 represent quite a break with the content so far.
For example at the lower end of the band there is a focus on effective argument: account for and
sustain his opinions in discussion by providing relevant explanations, arguments and comments;
explain a viewpoint on a topical issue giving the advantages and disadvantages of various
options; develop an argument giving reasons in support
of or against a particular point of view; take an active part in informal discussion in familiar
contexts, commenting, putting point of view clearly, evaluating alternative proposals
and making and responding to hypotheses. Secondly, running right through the level there are two new focuses. The first is being able
to more than hold your own in social discourse: e.g. understand in detail what is said to him/her in the standard
spoken language even in a noisy environment; initiate discourse, take his turn when appropriate and end conversation when
he/she needs to, though he/she may not always do this elegantly; interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible without imposing strain on either party. The second new focus is a new degree of
language awareness: correct mistakes if they have led to misunderstandings; make a note of “favourite mistakes” and consciously
monitor
speech for it/them; generally correct slips and errors if he/she becomes conscious of them.

B2+
This band represents a strong Vantage performance. The focus on argument, effective social discourse and on language awareness
which appears at B2 continues. However, the focus on argument and social discourse can also be interpreted as a new focus on
discourse skills. This new degree of discourse competence shows itself in conversational management (co- operating strategies): give
feedback on and follow up statements and inferences by other speakers and so help the development of the discussion; relate own
contribution skilfully to those of other speakers. It is also apparent in relation to coherence/cohesion: use a variety of linking words
efficiently to mark clearly the relationships between ideas; develop an argument systematically with appropriate highlighting of
significant points,
and relevant supporting detail. Finally, it is at this band that there is a concentration of items on negotiating

C1
Level C1 was labelled Effective Operational Proficiency. What seems to characterise this level is good access to a broad
range of language, which allows fluent, spontaneous communication, as illustrated by the following examples: Can express
him/herself fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be
readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually
difficult subject can hinder a natural, smooth flow of language.The discourse skills characterising the previous band continue to be
evident at Level C1, with an emphasis on more fluency, for example: select a suitable phrase from a fluent
repertoire of discourse functions to preface his remarks in order to get the floor, or to gain time and keep it whilst thinking; produce
clear, smoothly-flowing, well-structured speech,
showing controlled use of organisational patterns, connectors and cohesive devices
 Moving forward
There are a few simple tips and tricks that can
help you increase your level on the CEFR
scale quickly and easily. First, it is
important to make sure that you are
exposed to as much English as possible. This
means reading, listening to, and watching
English content on a regular
basis. It is also helpful to practice speaking and
writing in English as often as you can.

Another tip for increasing your level is to focus

on improving your grammar and
vocabulary. There are many resources
available online and in libraries that can
help with this. Finally, it is also helpful to
take practice tests so that you can get an idea
of where you are at and what areas you
need to work on.

Advance from level to level

In order to move from stage to stage or form level to level , you need
to consider the time spent and to acquire the language content for the
next level. Check the following table and
language map in the following pages.
Language Content
Mapping A1 A2 B1 B2 C1

Functions /Notions

Numbers

Prices

Telling the time

Directions

Greetings

Giving personal information

Describing habits and routines

Describing people

Describing things

Requests

Suggestions

Advice

Invitations

Offers

Arrangements/ -ing to meet people

Obligation and necessity

Describing places

Describing past experiences

& storytelling

Describing feelings, emotion, attitudes

precisely
Language Content
Mapping
A1 A2 B1 B2 C1

Functions /Notions

Describing hopes and plans

Giving precise information

Expressing abstract ideas

Expressing certainty, probability, doubt

Generalising and qualifying

Synthesizing, evaluating, glossing info

Speculating, and hypothesing

Expressing opinions
hypothesising

Expressing shades of opinion

tentatively
Expressing Agreement / disagreement

Expressing reaction, e.g. indifference

Critiquing and reviewing

Developing an argument Conceding

a point
systematically
Emphasizing a point, feeling, issue

Defending a point of view Responding

to counterargument
persuasively
Language Content
Mapping
A1 A2 B1 B2 C1

Discourse Functions

Initiating and closing conversation

Checking understanding

Managing interaction
(interrupting,changing topic, resuming or
continuing

Taking the initiative in interaction

Encouraging and inviting another

speaker to continue, come in

Interacting informally, reacting,

expressing interest, sympathy, surprise

Discourse Markers

Connecting words, and, but, because

Linkers: sequential - past time first,

finally subsequently

Connecting words expressing cause

,and effect, contrast etc

Linkers: although, in spite of, despite

Linking devices: logical markers

Markers to structure informal spoken

discourse

Discourse markers to structure formal

speech

formal and informal speech and writing

Language Content
Mapping
A1 A2 B1 B2 C1

Simple Verb Forms

To be

Have got (British)

Imperatives (+/-)

Questions

Questions forms

Wh-questions in the past

Complex question tags

Present

Simple Present

Present Continuous

Past

Simple Past Narrative Narrative

Past Continuous Narrative Narrative

Used to Narrative Narrative

Would expressing habit in the past Narrative

Past Perfect Narrative Narrative Narrative

Past Perfect Continuous Narrative

Language Content
Mapping A1 A2 B1 B2 C1

Future

Future Time (going to)

Future Time (present continuous)

Future Time (will & going to) Future

Prediction Prediction Prediction
Continuous
Prediction
Prediction
Future Perfect
Prediction

Future Perfect Continuous

Prediction

Present perfect

Present Perfect

Present Perfect / Past Simple

Present Perfect Continuous

Gerund & Infinitive

I’d like

Gerunds

to + infinitive (express purpose)

Verb + to + infinitive

Conditionals

Zero and 1st conditional

2nd and 3rd conditional

Mixed conditionals

Wish/if only & regrets

 A1 A2 B1 B2 C1

Phrasal Verbs

Common phrasal verbs

Extended phrasal verbs

splitting

Passives

Simple passive

All passive forms

Other Verb Forms

Reported speech (range of tenses)

Relative clauses

Modals: Can

Can/can’t

Can/could

Modals: Possibility

Might, may

Possibly, probably, perhaps

Might, may, will, probably

Must/can’t (deduction)

Modals: Obligation & Necessity

Must/mustn’t - Have to

Must/have to

Should

Ought to /Need to/needn’t

Language Content
Mapping A1 A2 B1 B2 C1

Modals: Past

Should have/might have/etc

Can’t have, needn’t have

Nouns

Countable and uncountable

v. Common

There is/there are

Pronouns

Personal - subject

Possessives

Possessive adjectives

Use of ‘s, s’

Possessive pronouns

Prepositions and prepositional phrases

Common prepositions

Prepositional phrases (time & movement)

Prepositional phrases (place & time

Articles

Definite, indefinite

Zero article with uncountable nouns

Definite article with superlatives

With countable and uncountable nouns

With abstract nouns

Language Content
Mapping
A1 A2 B1 B2 C1

Determiners

Basic (e.g. any, some, a lot of)

Wider range (e.g. all, none, not (any),

enough, (a) few)

Broad range (e.g. all the, most, both)

Adjectives

Common

Demonstrative

Ending –ed + - ing

Collocation of adjective

Comparative, superlative

Comparisons with fewer and less

Adverbs

Adverbs of frequency

Simple adverbs of place, manner and time

Adverbial phrases of time, place &

frequency, incl word order

(Adjectives and ) adverbs

Adverbial phrases of degree,

extent,probability

Comparative and superlative of adverbs

Attitudinal adverbs

Inversion (negative adverbials) Hardly..?

Language Content
Mapping
A1 A2 B1 B2 C1

Intensifiers

Very basic (very, really)

Basic (quite so, a bit)

Broader range of intensifiers such as too,

enough

Wide range such as extremely, much,too

Collocation of intensifiers

lexis

Nationalities and countries Personal

information

Food and drink

Things in the town, shops and shopping

Travel and services vocab

Verbs, basic

Clothes Colours

Dimensions

Ways of travelling

Objects and rooms

Adjectives: personality, description, feelings

Contrasting opinions - on the one hand …

A1 A2 B1 B2 C1
lexis

Summarising exponents; briefly, all in all,

Collocation

Colloquial language

Approximating (vague language)

Differentiating to choose the best in

context

Approximating (vague language)

Eliminating false friends

Formal and informal registers

Idiomatic expressions

Topics

Family life

Hobbies and pastimes-Holidays Work

and Jobs

Shopping Leisure

activities

Education

Film

Books and literature

News, lifestyles and current affairs Media

Arts

Technical and legal languag -Scientific

development