The level of language proficiency means the degree of formation of speech skills and abilities. The problem of the level of language proficiency in the methodology acquired particular relevance in the second half of the 20th century in connection with the expansion of international cooperation and the formation of the concept of “Europe without borders,” in which much attention was paid to the dissemination and study of foreign languages in the world.
Since the 1970s. within the framework of the Council for Cultural Cooperation under the Council of Europe, intensive work was carried out to substantiate the model of foreign language communicative competence and develop threshold levels of proficiency on its basis foreign language. This work culminated in the adoption of a document entitled “Modern languages: learning, teaching, assessment. Common European Framework of Reference for Languages" (Strasbourg, 1996). In this document (project leader J. Trim), the recommendations of which were tested in different countries Europe until 2000, considered the parameters and criteria for assessing levels of language proficiency and communicative competence as a learning goal, as well as methods for assessing it using test technologies. As part of communicative competence, the following types of competencies began to be considered as its components: linguistic, sociolinguistic, discursive, sociocultural, social, strategic.
The system of language proficiency levels underwent some changes during its discussion and in its final form in the document “Common European Framework of Reference for Languages” looks as shown in Table. 1.
The developers of threshold levels rightly argued that determining the boundaries between individual levels is quite subjective and individual levels can be divided into sublevels, which, however, in their parameters should not go beyond the boundaries of indicators characterizing the level as a whole.
Table 1. THRESHOLD LEVELS OF LANGUAGE PROFICIENCY
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Level A (elementary) |
Level B (free) |
Level B (advanced) |
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A-1 - survival level (Breackthrough) |
B-1 - threshold level (Threshold) |
B-1 - high level (Proficiency) |
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A-2 - sub-threshold level (Waystage) |
B-2 - threshold advanced level (Vantage) |
B-2 - level of perfect language proficiency (Mastery) |
To characterize the levels of language proficiency, a system of descriptors (descriptions) of skills achieved by language learners at each level and their implementation for each type of speech activity was developed.
The description of descriptors and their implementations in relation to the named levels is as follows (Table 2).
And this is what it looks like implementation of level A-2 in four types of speech activity. The student can:
when listening - understand the speech of a native speaker in different types of activities; highlight the meaning and essential details of perceived information in person and over the phone;
when speaking- convey basic factual information to a foreign language interlocutor in person and by telephone; answer the questions posed, observing the rules of etiquette characteristic of linguistic culture native speakers; respond adequately and, if necessary, provide information about data relating to the origin, family, education and needs of the speaker; carry out verbal interaction in accordance with the norms of speech behavior accepted in a given society;
while reading- read texts that regulate the daily life of people in the country of the language being studied (menus and signs, routes and road maps, various signs and warnings, schedules and notices, i.e. the information that develops the approximate basis for action in the new sociocultural environment); read texts that provide instructions for performing professional tasks of low level of operational complexity in a well-known area of specialization of the student;
when writing- write proper names, numbers, dates; fill out a simple questionnaire, a form with basic information about yourself; write greeting cards to a foreign colleague for holidays celebrated in the country of the language being studied; compose a personal letter (about yourself, your family, interests, etc.), using the basic rules for its design based on a sample.
table 2
DESCRIPTORS FOR DIFFERENT LANGUAGE PROFICIENCY LEVELS
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A-1. Understands and can use familiar phrases and expressions in speech that are necessary to perform specific speech tasks. Can introduce himself (introduce others), ask questions (answer questions) about place of residence, acquaintances, property. Can engage in simple conversation if the other person speaks slowly and clearly and is willing to help A-2. Understands individual sentences and frequently occurring expressions related to the main areas of life (for example, information about yourself and your family members, purchases, getting a job, etc.). Can perform tasks involving simple exchange of information on familiar or everyday topics. In simple terms he can tell about himself, his family and friends, describe the main aspects of everyday life |
B-1. Understands the main ideas of a clear message delivered at an average pace by native speakers in different topics well-known from work, study, leisure activities, etc. Can communicate in most situations that arise while staying in the country of the language being studied. Can compose a coherent message on known or interesting topics. Can convey impressions of events, justify their opinions and plans for the future. B-2. Understands the general content of texts on various topics, including those in the specialty. Speaks quickly enough at the average pace of native speakers and spontaneously, which ensures the ability to communicate with native speakers without much difficulty for either party. Can give a clear, detailed message on a variety of topics and present his/her view of an issue, showing the advantages and disadvantages of different opinions |
IN 1. Understands the content of large texts, different in subject matter, recognizes their meaning at the level of meaning. Speaks spontaneously at the pace of native speakers, without experiencing difficulties in choosing linguistic means. Uses language flexibly and effectively to communicate in scientific and professional activities. Can create an accurate, detailed, well-constructed message on any topic, demonstrating mastery of text organization models and means of connecting its elements. AT 2. Understands any oral or written message and can compose a coherent text based on various sources. Speaks spontaneously, at pace, with a high degree of accuracy, emphasizing nuances of meaning in various communication situations. |
A - basic language proficiency; B - free; B - perfect.
At the same time, the developers of the “Common European Framework of Reference for Languages” rightly argued that a precise definition of descriptors and their implementations for each level of language proficiency should be created as educational institutions in the countries participating in the project gain experience.
The language proficiency scale has become widespread due to its suitability for all foreign languages; focus on practical language acquisition due to the activity-based approach to teaching; reflecting the interests of various professional and age groups of students.
Communicative tasks that students can solve using the target language at each stage of learning (functions);
Areas, topics, communication situations within which such problems are solved, i.e. the subject-content side of communication was determined (context/content);
The degree of linguistic and extralinguistic correctness of solving assigned communicative tasks (accuracy).
The success of students’ advancement from one level to another depends on a number of circumstances, among which the following are of paramount importance:
1. the complexity of the language of learning from the point of view of its “ease-difficulty”. As you know, according to the degree of complexity, languages are usually divided into four groups (from ease to difficulty): first - Italian, Spanish; the second - English, French, German; third - Russian, Finnish, Modern Greek, Hungarian, Polish, Hebrew, Turkish; fourth - Arabic, Chinese, Japanese, Korean (i.e. hieroglyphic languages);
2. the number of hours allocated to learning the language; 3. the student’s ability to master the language.
To reach the threshold level, according to many observations, about 1500 teaching hours are required.
UNIVERSAL SCALE OF FOREIGN LANGUAGE PROFICIENCY LEVELS
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1st level: elementary Survival level Students of 5th - 6th grades of secondary school [A-2] 2nd level: basic Pre-threshold level Waystage level Students of 7th - 9th grades of secondary school [A-3] 3rd level: threshold Threshold level Students of 10 - 1 1st grades of secondary school [A-3.1] Humanities profile [A-3.2] Natural science profile [B-1] Level 4: intermediate Intermediate level 1st - 4th year university students, bachelors [B- 1.1] Bachelors in philology [B- 1.2] Bachelors in non-philology [B-2] Level 5: advanced Advanced level 5th - 6th year university students, masters [B-2.1] Masters in philology [B-2.2] Masters in non-philology [B-1] Level 6: Advanced User Proficiency level University graduate - language teacher (translator) [B-2] 7th level: professional user Professional level Advanced training. Internship in the country of the language being studied [B-3] Level 8: Advanced User Mastery level Fluency in the language. Native speaker level |
Oral dialogue - I can have a simple conversation if my interlocutor will paraphrase or speak at a slower pace and help me express my own thoughts. I can ask and answer questions related to everyday topics that are familiar to me.
Oral Monologue - I can use a range of simple phrases and sentences to describe the place where I live and the people I know.
Writing - I can write short, simple cards, such as sending holiday greetings. I can fill out a form that requires personal information, such as writing my name, nationality, address on the hotel registration card.
Oral Dialogue - I can communicate in simple, everyday situations that require direct exchange of information on familiar topics. I can exchange a few remarks in a short conversation, although I usually do not understand the interlocutor well enough to carry on the conversation myself.
Oral Monologue - I can use a range of phrases and sentences to describe in simple terms family, other people, living conditions, my studies and current work.
Writing - I can write short and simple notes and messages in areas of immediate need. I can write a very simple personal letter, like thanking someone for something.
Oral dialogue - I can communicate in most situations that may arise during a trip to the country of the language being studied. I can engage in short conversations on familiar, everyday topics or topics that interest me (for example, family, hobbies, work, current events).
Oral monologue - I can put phrases together in a simple way to describe what happened to me, explaining events, my dreams and desires. I can briefly explain and justify my opinions and plans. I can retell a story or convey the content of a book or movie and evaluate it.
Writing - I can write simple, coherent text on topics that are familiar to me or of personal interest. I can write a letter describing events from my life and impressions.
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B-2 I speak quickly and spontaneously enough to fully communicate with native speakers. I can take an active part in discussions on well-known topics, explaining and defending my opinions. I can present clear, detailed descriptions of a wide range of subjects within my area of interest. I can explain my point of view on an issue by presenting the advantages and disadvantages of various positions. I can write clear, detailed text from various areas of communication related to my area of interest. I can write an essay or report conveying information or explaining something, giving reasons for and against a point of view. I can write a letter emphasizing the personal significance of events |
IN 1 I can communicate fluently without any preparation, and use language flexibly and effectively for communication and professional purposes. I can articulate thoughts or points of view clearly and skillfully assist others in a conversation. I can present clear and detailed descriptions of complex subjects, using subtopics, developing specific points, and drawing appropriate conclusions. I can write clear, well-organized text that expresses my opinions at length. I can explain complex issues in detail in the form of an essay, report, letter, highlighting the most important ideas. I can compose various texts with a specific reader in mind |
AT 2 I can take part in any discussion without experiencing any difficulties, having a good command of idiomatic and colloquial vocabulary. I can express my thoughts fluently, while accurately conveying the subtlest shades of meaning. Even if I have problems, I can change the structure of the speech and work around a bad moment so smoothly that others may not even notice. I can present a clear, logical description or argument in a context-appropriate style with a useful structure that helps the listener note and remember important points. I can write clear, harmonious text in the desired style. I can write complex letters, reports, essays, arranging the material in such a way that the reader quickly notices and remembers the main points. I can write abstracts and reviews of technical and fiction books. |
To determine the appropriate level of foreign language proficiency, there is an extensive system of international certificates.
Information about the applicant’s level of language proficiency for a resume is not paramount, but it is still very important. This column should be filled out not for show, but with full responsibility, because many recruiters check such information first. There are a number of positions that are simply impossible to occupy if the applicant cannot speak fluently, read and write in a foreign language.
Since a resume is a rather condensed document, it is sometimes difficult for many people to reliably reflect their level of language proficiency in it. For resumes, applications and other documents, it is best to use the international classification according to which knowledge is defined. This is a kind of code, by looking at which the employer will immediately see how well his potential employee knows a foreign language.
Knowledge of languages: why is this information on a resume?
Globalization in the economy is gaining momentum every year. Many companies are looking for partners abroad. Some find investors there, others - suppliers, and others - customers. And if concluding preliminary agreements and transactions is the task of highly qualified top managers, then maintaining further relationships and performing most of the everyday work processes falls on the shoulders of ordinary company employees. Due to their duties, they need to communicate with foreign partners and, as a rule, they have to speak a foreign language, most often in English, since it is the most common language in the world, including in the business sphere.
In some cases, employers recruit employees who know less common dialects - German, Italian, Chinese, Swedish language. This requirement depends on which country the company has economic relations with. At the same time, the better his command of a foreign language, the more valuable an applicant is in the labor market. In a resume, the level of proficiency is usually stated in words, without detailing the knowledge. But in this matter, on the contrary, it is better not to underestimate or exaggerate your skills.
How to display this data?
Many people, when writing a resume, write that they know a certain foreign language perfectly or have only conversational skills, fluently communicating on everyday topics. However, such information does not carry any special meaning; it is vague and not supported by any data. Knowledge can be confirmed with very specific facts:
- Indicate how, where and during what period the foreign language was studied - at school, institute, in classes with a tutor, in courses.
- Indicate information about the availability of a diploma, certificates and other documents confirming knowledge.
- You can talk about your experience living abroad (if you really had one).
An employer or recruiter will not be able to assess how deep a person’s knowledge is based on phrases like “I speak English perfectly” or “I speak Hebrew.” It makes much more sense to use the special European Language Assessment System to demonstrate your skills.
International classification
There are two ways to demonstrate your language proficiency on your resume:
- British Council system.
- CERF method.
The first is simpler and more familiar; according to it, a person’s knowledge can be assessed at three levels: beginner, intermediate and advanced.
The second system is more advanced, but in many ways it has something in common with the previous one. As a rule, it is with the CERF method that problems arise for those who do not know how to write their language proficiency level on a resume. It can correspond to grades A1 or A2 (beginner level), B1 or B2 (intermediate level), C1 or C3 (advanced level).
First level
A person whose foreign knowledge is limited to level A1 (or Beginner) can tell only the most basic information about himself in a foreign dialect - name, age, answer short one difficult questions. He does not speak writing, but can read short and grammatical simple sentences will be able.
Level A2 may otherwise sound like Pre-intermediate. It is assigned to elementary/middle school students or those people who have taken several classes in learning a foreign language. In practice, a person can more or less freely communicate with a foreign language interlocutor on everyday topics, ask for directions, make purchases, find out the necessary information from signs, write short story About Me. For a resume, the level of Pre-intermediate language proficiency is not high enough to indicate it as an advantage.
Average level
Like the initial level, the intermediate level is divided into two types, namely B1 (Intermediate) and B2 (Upper Intermediate). At its first stage, students can have a fairly fluent conversation, read short notes and articles and fiction that are not overloaded with complex terminology, and watch films without translation, but with subtitles. Writing is also not yet sufficiently developed, but knowledge at this stage is already sufficient for conducting personal correspondence or composing small texts.
Level B2 is even more advanced. Those who have reached it are able to clearly express their thoughts in a foreign language, they can talk about everyday topics, discuss business issues, read not only fiction, but also scientific articles. Also, knowledge at this stage should be enough to conduct business correspondence. This, as well as the following levels of English proficiency, are the most significant for a resume. Those who have them can safely apply for positions as employees who are forced to frequently communicate with foreigners on work issues.
Advanced level
Those who know a foreign language best, but are not native speakers, are assigned level C1 (Advanced). According to the classification, people who possess it can speak, read and write freely in a foreign dialect, using complex lexical and grammatical structures. Those who are at level C2 (Proficiency) cannot be distinguished from native speakers by their speech. They speak without an accent, not only read and understand texts of any complexity and focus, but they themselves can write journalistic articles and fiction.
Knowledge of Russian language
For your resume, you need to describe your level of Russian language proficiency based on the employer’s requirements. In some cases, competent speech and good vocabulary. Applicants can apply for some positions only if they have a philological education (pedagogy, journalism, linguistics). As a rule, the employer puts forward requirements for this item initially.
If you are learning Russian and want:
- test your own knowledge and motivate yourself to further study the Russian language;
- develop self-control and self-esteem skills;
- get a job where you will need knowledge of the Russian language,
We have been taking certification exams in Russian as a foreign language for everyday communication since 1995. Over 17 years, about 20,000 people from more than 45 countries have passed exams in the Russian language of everyday communication (all levels).
The system of RFL proficiency levels was developed under the auspices of the Council of Europe and in accordance with the recommendations of “Modern Languages: Learning, Teaching, Assessment. A Common European Framework of reference. Council for Cultural co-operation, Educational committee, Strasbourg, 1996”, as well as taking into account the recommendations of ALTE.
The examinations, in content comparable to the levels of proficiency in foreign languages adopted by the Council of Europe, and in form (test) correspond to similar examinations in foreign languages in the European educational area.
The exams are conducted by specialists from the Institute, which guarantees you the most objective and impartial assessment of your level of Russian language proficiency.
System of certification levels
Russian language skills
| Levels of foreign language proficiency on a scale Council of Europe | Certification levels in Russian language of everyday communication State IRYa them. A.S. Pushkin |
| C2-Mastery | Native speaker level |
| C1- Effective operational proficiency | Competency level |
| AT 2- Vantage | Post-threshold level |
| IN 1-Threshold | Threshold level |
| A2- Waystage | Pre-threshold (basic) level |
| A1- Breakthrough | Elementary level |
A1 Level of Elementary Communication (Breakthrough Level)
The candidate can establish and maintain social contacts in standard situations of everyday life; speaks a minimum of linguistic resources. To pass the exam at this level, you need to study Russian for 60-80 hours.
A2 Pre-threshold (basic) Level (Waystage Level)
The candidate can solve practical problems in standard situations of everyday life, establish and maintain interpersonal contacts; speaks standard language means. To pass the exam at this level, you need to study Russian for 160-200 hours.
B1 Threshold Level
The candidate can solve practical problems in typical situations of everyday life (including in the professional and educational spheres), and maintain social and business interaction. The candidate knows the basics of the Russian language system. To pass the exam at this level, you need to study Russian for 400-480 hours.
B2 Vantage Level
The candidate can solve problems of social, business and interpersonal interaction, freely understand information from the media; use different language styles. To pass the exam at this level, you need to study Russian for 560-680 hours.
C1 Level of Competent Proficiency (Effective operational proficiency Level)
The candidate can freely solve problems in typical situations in the social, everyday, sociocultural and professional spheres of communication, using the means of the Russian language of different styles of speech and recognizing hidden components of meaning. The candidate can speak without preparation at a fast pace, without having difficulty choosing words and expressions, and actively participate in polemical communication. Use language flexibly and effectively in studies and professional activities.
C2 Native Speaker Level (Mastery Level)
The candidate can easily understand everything he hears and read, speak spontaneously on complex topics at a high rate and with a high degree of accuracy, emphasizing shades of meaning, and also write coherent texts, relying on several oral and written sources, including in his presentation justifications and explanations for the topic . Can conduct teaching and research activities in the field of the Russian language.
The exam for each level consists of five parts(Test 1. Reading. Test 2. Writing. Test 3. Vocabulary. Grammar. Test 4. Listening. Test 5. Speaking)
The duration of the exam depends on the level (from 3 to 6 hours). Exams at all levels are held in one day.
Passing score - 65 and more for each part of the test. If you do not score the required number of points, you will receive a certificate of participation in testing indicating the score for each part of the test. If you do not score the required points on only one part, you will be given the opportunity to retest only on this part of the certification exam within a year (but not earlier than one month after the first attempt). For other parts of the exam, the scores obtained during the first test are counted.
Format of the exam in Russian language of everyday communication
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ELEMENTARY COMMUNICATION LEVEL (A1) |
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| Test | Target | Job type |
| Test 1. Reading | ||
| 35 min. | Full understanding of the content (biographical text, historical reference, dialogue, note) | - choosing whether the proposed answer options correspond to 2 texts (5 phrases for each); - multiple choice of one of three options; - choice of one of three options for reacting to 10 lines of dialogue |
| Test 2. Writing | ||
| 20 minutes. | - Write a fax - Fill out a form or greeting card |
- Reply to fax - Filling out the form or greeting card |
| Test 3. Vocabulary. Grammar | ||
| 20 minutes. | - Gender, number (name, verb) - Phrases - Case forms (I.p., R.p., V.p., D.p., P.p.) |
choosing one correct answer out of three (30 tasks) |
| Test 4. Listening | ||
| 20 minutes. | Full understanding | - selection of the correspondence of the proposed answer options to 4 dialogues on everyday topics (5 phrases for each); |
| Test 5. Oral exam | ||
| 10 min. | - Response - Initiation |
- Respond to a partner in a given situation; - Start a dialogue in accordance with a given situation |
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PRETHRESHOLD (BASIC) LEVEL (A2) |
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| Test | Target | Job type |
| Test 1. Reading | ||
| 35 min. | - Full understanding (dialogue, advertising, announcements, announcement, help, weather forecast, note) - Understanding the main content (problematic text from a newspaper) |
- choosing one of three answer options (5 texts, 19-20 tasks) |
| Test 2. Writing | ||
| 30 min. | - Write a letter | - Reply to a received letter |
| Test 3. Vocabulary. Grammar | ||
| 30 min. | - Prepositional case forms - Sentence structure (subject-predicative) - Modality |
choosing one option out of three (30 tasks)(20 tasks) (10 tasks) |
| Test 4. Listening | ||
| 20 minutes. | - Full understanding - Understanding of basic information (film announcements, cultural news, sports) |
- choice of one option out of three (6 texts, 18 tasks) |
| Test 5. Oral exam | ||
| 10 min. | - Problem solving in standard situations | - 3 situations |
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THRESHOLD LEVEL (B1) |
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| Test | Target | Job type |
| Test 1. Reading | ||
| 45 min. | - understanding of the main content (reference books, guides, course prospectuses, service announcements, information articles) - understanding of selective information (advertising, notices, announcement, information, weather forecast) |
choosing one option out of four (6 texts, 20 tasks) |
| Test 2. Writing | ||
| 45 min. | - fill in the form - write a letter |
- filling out the form - freely constructed response according to a given program and situation |
| Test 3. Vocabulary. Grammar | ||
| 60 min. | - oral statement - written text (vocabulary) - written text (grammatical forms and means of communication) |
choosing one option out of four (85 tasks)(55 tasks) (30 tasks) |
| Test 4. Listening | ||
| 45 min. | - understanding of selective information (radio and television announcements, telephone information, advertising, weather forecast) - understanding of the main content (announcements, political and other news on radio and television) - full understanding (instructions, information from traffic police and other government services) |
-choosing one correct option out of four (5-6 situations, 19 tasks); *sound rate 120/130 words per minute; disposable sound; radio news two-time sound |
| Test 5. Oral exam | ||
| 15 minutes. | - problem solving - thematic conversation | Candidates talk to each other about given situations and programs, taking turns acting as the initiator. If the number of candidates is odd, one of the candidates talks to the examiner |
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POST-THRESHOLD LEVEL (B2) |
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| Test | Target | Job type |
| Test 1. Reading | ||
| 60 min. |
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| Test 2. Writing | ||
| 60 min. |
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| Test 3. Vocabulary. Grammar | ||
| 60 min. |
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| Test 4. Listening | ||
| 40 min. |
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| Test 5. Oral exam | ||
| 20 minutes. |
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COMPETENT LEVEL (C1) |
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| Test | Target | Job type |
| Test 1. Reading | ||
| 90 min. | 1.1. Full understanding of literary texts; 1.2. Understanding the main content of texts such as a problem article; 1.3. Understanding selective information from polemical texts. |
1.1. Literary text (tasks 1 – 10 for multiple choice): it is necessary to understand the character, feelings and relationships of the characters in the story; 1.2. Problem article (tasks 11 – 14 to choose 1 option out of 4 based on 1 text); 1.3. 6 matching tasks. |
| Test 2. Writing | ||
| 90 min. | 2.1. Instructions in cliché form; 2.2. Private everyday writing with elements of reasoning; 2.3. Abstracts for a speech on a current topic. |
2.1. A freely constructed answer based on the situation and given words. Requires adherence to the genre of instructions and the ability to arrange information logically; 2.2. Freely constructed according to the situation and piece of writing. Requires ability to use elements of reasoning; 2.3. Freely constructed response to the situation and key issues. The ability to briefly and logically present the main content of a current issue is required. |
| Test 3. Vocabulary. Grammar | ||
| 90 min. | 3.1. Knowledge of vocabulary (use of cognates of different word-formation models, homophones, words with similar meanings, etc.); 3.2. The use of verb types in the imperative, control of verbs, forms of nouns, pronouns, adjectives, numerals; 3.3. verbs with prefixes, aspectual forms of the verb in the text; 3.4. structure of a complex sentence, means of text communication. |
Part I (tasks 1 – 2):
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| Test 4. Listening | ||
| 50 min. | 4.1. Understanding selective information (television interviews); 4.2. Understanding the main content of cultural and scientific news (2 authentic teletexts); 4.3. Full understanding of spoken literary texts (films, plays, etc.) |
4.1. Write the missing part of the phrase so that its meaning matches the text you listened to. (beginning of 8 phrases with visual support); 4.2. 8 multiple choice tasks from 4 answer options after listening to two texts; 4.3. 9 multiple choice tasks with 1 option out of 4; The tasks test the understanding of the characters’ relationship to each other, their opinions, emotions, and assessments. |
| Test 5. Oral exam | ||
| 30 min. Preparation time: 10 minutes for tasks 1 and 2, and 10 minutes for task 3. | 5.1. Interaction and/or influence on the interlocutor when communicating on everyday topics; 5.2. Mediation; achieving accurate understanding through the clarification process; 5.3. Participation in the discussion. |
5.1. Dialogue on the situation with another candidate. (2 situations); 5.2. Explanation of the meaning of phrases or phraseological units in an excerpt from the text of a newspaper article of a journalistic nature or literary text based on the situation and words highlighted in the text (2 situations); 5.3. A polemical discussion in which another candidate and an examiner participate in the situation (the topic/problem is indicated, the position of the speaker is described, which the candidate chooses himself) according to the program using verbal supports in the form of theses. |
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NATIVE LANGUAGE LEVEL (C2) |
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| Test | Target | Job type |
| Test 1. Reading | ||
| 120 min. | 1.1.-1.2. Understand and reconstruct text based on context and/or suggested supports. 1.3. Complete understanding of a problematic article and summarizing and highlighting key ideas based on textual material in written form; 1.4. Understanding the main content of the problematic article and drawing up supporting theses based on the proposed text material |
1.1.-1.2. Write the words that are missing in meaning in the required grammatical form (11 points), and also write the missing word in the required grammatical form, forming it from the proposed cognate word (10 points); 1.3. The time for presenting text material is 30 minutes. Writing summary(summary) – 20 minutes; 1.4. The time for presenting text material is 20 minutes. Writing abstracts – 20 minutes |
| Test 2. Writing | ||
| 120 min. | 2.1. Review article; 2.2. Entry in an online diary; 2.3. Response to the letter. |
2.1. Based on watching a video fragment (2 times) and reading two texts (presentation time - 20 minutes), a review article of 350-400 words is created; 2.2. Based on the text (presentation time – 10 minutes). Volume – 250-300 words; 2.3. Based on a letter I read on the Internet. Volume – 250-300 words. |
| Test 5. Oral exam | ||
| 50 minutes To prepare for task 1 - 15 minutes, for task 2 - 10 minutes, task 3 is performed without preparation |
3.1. Full understanding of the video fragment, mediation, achieving accurate understanding in the process of clarification; 3.2. Full understanding and analysis of text material; 3.3. Participation in conversation. |
3.1. A) determining the main theme of the fragment, the speaker’s point of view, his argumentation; b) retelling the content of the fragment in your own words; |
| A - Basic Proficiency | B - Self-ownership | C - Fluency | |||
|---|---|---|---|---|---|
| A1 | A2 | B1 | B2 | C1 | C2 |
| Survival level | Pre-threshold level | Threshold level | Threshold advanced level | Proficiency level | Native level proficiency |
| , | Intermediate | ||||
Do you want to know if your knowledge corresponds to the Intermediate level? Take ours and get recommendations that will help you improve your English language skills.
Intermediate is the level required by most employers
Intermediate - what level is this? How to determine whether your knowledge corresponds to this level?
The Intermediate level of English, which is designated B1 according to the Common European Framework of Reference for Languages, comes next after Pre-Intermediate. The name of this stage comes from the word intermediate, the translation of which is “middle”. Thus, Intermediate is the so-called “average” level of language proficiency, which allows you to speak English quite fluently, discuss many professional and everyday topics, and understand by ear almost everything said in English at a normal pace. Language proficiency level B1 allows you to take entrance exams to Russian universities and preparatory courses abroad. However, the most important thing is that virtually all employers require that their potential or actual employees know at least Intermediate English.
We recommend starting to study English at the Intermediate level if you:
- speak fluently, able to carry on a conversation, but choose your words, so you want to “talk”;
- you have a good vocabulary, but you can’t always use it easily; you often have to consult a dictionary;
- correctly understand the questions of a foreign interlocutor and the English speech in the recording, but only if the speaker speaks clearly and measuredly;
- understand the basic grammar of the English language and operate with different tenses of English, but feel unsure of more complex grammar;
- have studied English at this level for a long time, remember a lot and now want to brush up on your knowledge;
- recently completed a course of studying English at the Pre-Intermediate level.
Material that people with knowledge of English at the Intermediate level should know
How to determine that you know English at level B1? The table indicates what knowledge a person with an Intermediate level should have.
| Skill | Your knowledge |
|---|---|
| Grammar (Grammar) | You know all the tenses of English: Present, Past and Future Simple; Present, Past and Future Continuous; Present, Past and Future Perfect; Present, Past and Future Perfect Continuous. Do you know what the essence of the sentences I used to play football and I’m used to playing football is (the constructions used to do and to be used to do). When you talk about the future tense, you understand the difference between: I'm going to visit John (construction to be going to), I'm visiting John tomorrow at 5 o'clock (Present Continuous for future action) and I'll visit John next month (Future Simple). Do you understand the difference between You mustn"t do exercises and You don"t have to do exercises (modal verbs). Do you understand the difference between: I stopped to rest and I stopped resting (using the gerund and infinitive after the verb). You know comparative degrees adjectives (hot-hotter-hottest). Do you understand in what cases the words little/few and a little/a few (words denoting quantity in English) are used? You see the difference between: If you come home, we’ll go shopping, If you came home, we would go shopping and If you had come home, we would have gone shopping (first, second and third types conditional offers). Can you correctly paraphrase the direct speech She asked: “What are you doing?” indirect She asked what I was doing. You easily create questions in order to clarify something: You don’t like coffee, do you? (Question tags) |
| Lexicon (Vocabulary) | Your vocabulary ranges from 2000 to 3000 words and phrases. You are familiar with some idioms and phrasal verbs. You can communicate with business partners without delving into special business terminology (you know basic business vocabulary). Actively use the constructions neither... nor, in addition to, as well as, apart from, due to, because of. |
| Speaking (Speaking) | You speak clearly, have good pronunciation, and others understand your speech. You understand where to make logical pauses in sentences, in which part of the sentence to raise or lower your voice. You speak quite fluently and do not take long pauses during a conversation. You can describe your appearance, talk about your education and work experience, express your opinion on various issues, and can talk about almost any topic. You use phrasal verbs and some idioms in your speech. You do not simplify your speech, you use rather complex grammatical structures: different types conditional sentences, passive voice, different tenses, indirect speech. |
| Reading (Reading) | You have a good understanding of adapted literature at your level. You understand general articles on the Internet, newspapers and magazines, although you encounter vocabulary that is unfamiliar to you. |
| Listening (Listening) | You perfectly understand audio recordings adapted for your level. You understand the meaning of unadapted audio, even if you don’t know some words, and the announcer speaks with an accent. You distinguish the accent of native speakers from the accent of non-English speakers. You watch films and TV series in the original language with subtitles. You can listen to simple original or adapted audiobooks for your level. |
| Letter (Writing) | You construct your sentences grammatically correctly. You can write an informal letter or a short formal letter. If necessary, you will be able to fill out official papers in English. You can give a written description of any places, events, people, or comment on the proposed text. |
If you are not sure that you have all the knowledge required at this level, we recommend checking to see if your knowledge of the English language is at level .
The Intermediate level program involves studying such topics in the training course
| Grammar topics | Conversational topics |
|---|---|
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How will your speaking skills develop during the Intermediate course?
The Intermediate level is a kind of key stage at which the student really begins to “get off the ground” in speaking skills (Speaking skills). At this stage you become a “talking” student. If you want to speak fluently, try to speak as much as possible in class. Don’t be afraid to reason and express your point of view, try to use complex colloquial clichés.
Concerning vocabulary (Vocabulary), in addition to general spoken vocabulary, at the Intermediate level you study the so-called “general business” English - widely used words that are associated with communication in the business sphere. In addition, the “intermediate” level is rich in various phrases, idioms, figures of speech and set expressions. You remember not just words, but entire phrases in context, learn to construct new words using prefixes and suffixes. Much attention is paid to the ability to explain the meaning of a word in English, name its synonyms and antonyms.
Listening(Listening) is still a problem for many students starting at the Intermediate level. Audio texts at this level are much longer than texts for the Pre-Intermediate level, however, long tracks are divided into parts for which different types of tasks are offered. An Intermediate student can understand factual information related to work, school, and everyday life, recognizing both general meaning and individual parts; in this case, speech may be with a slight accent.
Concerning reading(Reading), Intermediate level allows you to understand fairly complex, although still adapted, texts, but you can try to read non-adapted literature. At level B1, a simple retelling of the text read is no longer enough; you need to be able to give your assessment, express an opinion for or against, imagine yourself in the place of the characters, etc. All texts for reading at the Intermediate level are a kind of “context” for consolidating and automating the use of the vocabulary being studied and grammar.
Another aspect that receives a lot of attention is letter (Writing). You will learn how to compose English sentences not only in colloquial style, but also in formal style. Level B1 usually includes the following written tasks:
- Describing a person
- Telling a story
- An informal letter
- Describing a house or flat
- Formal letter and CV
- A film review
- An article for a magazine
At the end of the Intermediate level, the student will be able to successfully use English in a variety of standard situations and clearly express his opinion. In addition, he will learn to write letters, fill out declarations, questionnaires and other documents that require providing basic information about himself, take part in negotiations, make presentations and correspond with native speakers. Knowledge of English at the Intermediate level is a good achievement and provides a variety of opportunities, such as an advantage when applying for a job. From this level you can begin to prepare for exams and.
Duration of training at the Intermediate level
The duration of studying English at the Intermediate level may vary, it depends on the initial knowledge and personal characteristics of the student. On average, the training period is 6-9 months. It is the Intermediate level that is considered a strong base, the final stage in the formation of vocabulary and grammatical knowledge. Further levels are the deepening and expansion of active and passive vocabulary, immersion in the subtleties and nuances of the language.
To make sure that this course of study is right for you, we recommend taking ours, which tests basic English skills. And if you want not only to accurately find out your level of knowledge of the English language, but also to improve it, we suggest enrolling in our school. The teacher will determine your level, weaknesses and strong points and will help improve your knowledge.
Europe has its own scale for assessing the level of foreign language proficiency. This scale developed Council of Europe from 1989 to 1996 (project “Language Learning for European Citizenship”). The purpose of this work was to unify standards in the field of assessing the level of proficiency in various foreign languages, to create international standards in language teaching, their teaching and assessment systems. Council of Europe scale or Common European Framework of Reference ( CEFR ) is an assessment and teaching method applicable to all European languages, including English. In November 2001, an EU Council resolution recommended the use Council of Europe scales CEFR to create national systems for assessing language competence. Council of Europe scale (CEFR) clearly defines what skills you need to have in order to use language for communication purposes, as well as what knowledge and skills you need to master for communication to be successful.
Council of Europe scale defines a standard terminology, system of units or criteria for describing levels of language proficiency, regardless of what language is studied and in what educational context (country, educational institution, in courses or privately), and what techniques are used.
During development Council of Europe scales Extensive research was carried out in different countries, and assessment methods were tested in practice. As a result, we came to an agreement on the number of levels allocated for organizing the process of learning a language and assessing the degree of language proficiency. There are 3 major levels (basic, intermediate and advanced), each of which is divided into 2 sublevels:
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A Elementary possession |
A1 |
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A2 |
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IN Self-ownership (Independent User) |
IN 1 |
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AT 2 |
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C Fluency (Proficient User) |
C1 (Effective Operational Proficiency) |
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C2 |
Programs
| Level | Required Skills | Required number of hours of language learning* |
| A1 |
Understanding and the ability to use familiar phrases and expressions in speech necessary to perform specific tasks. The ability to introduce yourself and introduce others, ask questions about place of residence, acquaintances, property and answer them. The ability to participate in a simple conversation if the other person speaks slowly and clearly and is willing to help. | 60 hours |
| A2 | Understanding of individual sentences and frequently used expressions related to basic areas of life (for example, basic information about yourself and your family members, shopping, getting a job, etc.). Ability to perform tasks involving simple exchange of information on familiar or everyday topics. The ability to talk in simple terms about yourself, your family and friends, and describe the main aspects of everyday life. | 180 hours |
| B1 | Understanding the main ideas of clear messages made in literary language on various topics typically encountered at work, school, leisure, etc. Ability to communicate in most situations that may arise during your stay in the country of the target language. Ability to compose a coherent message on well-known or particularly interesting topics. The ability to describe impressions, events, hopes, aspirations, express and justify your opinion and plans for the future. | 300 hours |
| B2 | Understanding general content complex texts on abstract and concrete topics, including highly specialized texts. The ability to speak quickly and spontaneously enough to communicate consistently with native speakers without too much difficulty for either party. Ability to make clear, detailed messages on a variety of topics and present your view on the main issue, showing the advantages and disadvantages of different opinions. | 540 hours |
| C1 | Understanding large complex texts on various topics, recognizing hidden meaning. The ability to speak spontaneously at a fast pace, without having difficulty finding words and expressions. Flexible and effective use of language for communication in scientific and professional activities. Ability to create accurate, detailed, well-structured messages on complex topics, demonstrating mastery of text organization patterns, communication tools, and integration of text elements. | 660 hours |
| C2 | Understanding of almost any oral or written message, the ability to compose a coherent text based on several oral and written sources. Possessing the skills of spontaneous oral speech at a high rate and with a high degree of accuracy, emphasizing nuances of meaning even in the most difficult cases. | 800 hours |
* The number of required academic hours to achieve the appropriate level is given as a guide; the exact duration of language study depends on the abilities and capabilities of each student, on his motivation and, of course, the quality of teaching.