university of westminster levels

8/10/2019 University of Westminster Levels

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University ofWestminsterLevels

CouncilofEurope/ALTE

IELTS UCLES TOEFL TOEFL(ComputerBase!

Pre-proficiency "I am fluent and precise in my

speaking and understanding ofEnglish"

C2 7.0 /

7.5

CPE 600-

620

250-260

Advanced "Although I speak and understandEnglish very well, I still have someproblems with unfamiliar situationsand vocabulary"

C1 6.0/6.5 CAE 540-570

207-233

Upper-intermediate

"I can communicate reasonablyeffectively but do not alwaysunderstand what people say"

2 5.0/5.5 !CE 500-520

170-1"0

#ntermediate "I can speak and understand what

people say in familiar situations but Ihave problems with complex grammarand vocabulary"

1 4.0/4.5 PE$ 350-

400

75-"7

Pre-intermediate "I can communicate simply when I amin familiar, everyday situations"

A2 / 1 3.0/3.5 %E$ 250-300

e&o' 40

E&ementary "I can talk a little and understandpeople if they speak slowly andclearly"

A1/A2 2.0/2.5

Co(r)e *(ide

A Virtual Reality environment where you can learn and have fun at the same time.

Your English level

In this section >>>

Introduction to levels

Proficient

Advanced

Upper-Intermediate

Intermediate

Pre-Intermediate Elementary

eginner

Introduction to levels

At Em!assy "E# you will study in a class with other students who are at the same level of English as you.

$n your first day at school% you will !e given a test in grammar% writing% listening and spea&ing 'don(t

worry) it(s *uite informal+, and you will oin your class the net day.

/hen you will move up% in consultation with your teacher and the 0irector of #tudies% as you ma&e

progress.
http://www.wmin.ac.uk/sshl/page-1638http://www.embassyces.com/english/aboutus/levels.aspx#01%2301http://www.embassyces.com/english/aboutus/levels.aspx#02%2302http://www.embassyces.com/english/aboutus/levels.aspx#03%2303http://www.embassyces.com/english/aboutus/levels.aspx#03%2303http://www.embassyces.com/english/aboutus/levels.aspx#04%2304http://www.embassyces.com/english/aboutus/levels.aspx#05%2305http://www.embassyces.com/english/aboutus/levels.aspx#06%2306http://www.embassyces.com/english/aboutus/levels.aspx#07%2307http://www.embassyces.com/english/aboutus/levels.aspx#08%2308http://www.wmin.ac.uk/sshl/page-1638http://www.embassyces.com/english/aboutus/levels.aspx#01%2301http://www.embassyces.com/english/aboutus/levels.aspx#02%2302http://www.embassyces.com/english/aboutus/levels.aspx#03%2303http://www.embassyces.com/english/aboutus/levels.aspx#04%2304http://www.embassyces.com/english/aboutus/levels.aspx#05%2305http://www.embassyces.com/english/aboutus/levels.aspx#06%2306http://www.embassyces.com/english/aboutus/levels.aspx#07%2307http://www.embassyces.com/english/aboutus/levels.aspx#08%2308


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If you are not sure what level you are now% have a loo& at the descriptions !elow. $f course% it(s *uite

possi!le to !e 'for eample, one level in your grammar and writing% and *uite another in your fluency or

listening. If that is the case% you will !e put in a class that helps you concentrate on the areas that need it

most.

In our schools% the levels go from Beginnerto Proficient. Each level is roughly e*uivalent to an IE1/#%

/$E21% /$EI" or "am!ridge Eaminations score% which you can also see !elow.Why not test your English with ouronline test*?/he five levels are roughly e*uivalent to Elementary

to Advanced% so for eample if you reach level three% you are around the Intermediate level.

3/his lin& will open in a pop-up. Please ensure you do not have your pop-up !loc&er on.

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7: Proficient

Proficiency is the highest level we recognise.

Your ability:You are fluent and rarely encounter English which you do not understand. 4owever% it is

always possi!le to improve !y increasing your understanding of the nuances of the English language and !y

developing your voca!ulary further.

Euivalent to:

IE!"#score 7$%&

"'E(!i/ score )%

"'EI+score ,

+a-bridge+PE

You can:

#tudyon any course up to and including Postgraduate level at an English-spea&ing university

Wor.at an advanced level in an English-spea&ing environment

E-bassy +E# courses you can ta.e at this level:

All courses

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/: 0dvanced

Advanced is the highest level most students attain without the total immersion of living in another country.

Your ability:Your spo&en English is !oth fluent and accurate. Your voca!ulary is wide and you have a good

&nowledge of collocation% phrasal ver!s% collo*uial epressions and idioms. All common areas of grammar

are familiar to you.

Euivalent to:

IE!"#score /$7 17$%

"'E(!i/ score ,2
http://www.embassyces.com/english/aboutus/levels.aspx#top%23tophttp://www.embassyces.com/english/aboutus/levels.aspx#top%23tophttp://www.embassyces.com/english/aboutus/levels.aspx#top%23tophttp://www.embassyces.com/english/aboutus/levels.aspx#top%23top


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"'EI+score 3 1,

+a-bridge+0E

You can:

#tudyon any degree or diploma-level course at an English-spea&ing university

Wor.in an English-spea&ing environment


All courses mentioned in the levels !elow% and)

"PE Eamination Preparation

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%: 455er1Inter-ediate

If you are at Upper-Intermediate level% you have an effective% !ut not perfect% use of English.

Your ability:You can tal& almost fluently and almost completely accurately. Everyday situations in an

English-language environment do not worry you. You can ta&e part in etended conversations or

discussions and your voca!ulary covers almost every circumstance. If you do not &now a word you can

almost always find a way of descri!ing it. You have a &nowledge of some idiomatic English% phrasal ver!s%

and collo*uial epressions. You have studied all main areas of English grammar.

Euivalent to:

IE!"#score %$% 1 /$%

"'E(!i/ score 3

"'EI+score /% 1 3

+a-bridge(+E

You can:

#tudyon some degree or diploma-level courses at an English-spea&ing university

Wor.on an internship in an English-spea&ing environment



Pre-5asters

Internship

"AE Eamination preparation
http://www.embassyces.com/english/courses/examprep.aspxhttp://www.embassyces.com/english/aboutus/levels.aspx#top%23tophttp://www.embassyces.com/english/courses/premasters.aspxhttp://www.embassyces.com/english/courses/internship.aspxhttp://www.embassyces.com/english/courses/examprep.aspxhttp://www.embassyces.com/english/courses/examprep.aspxhttp://www.embassyces.com/english/aboutus/levels.aspx#top%23tophttp://www.embassyces.com/english/courses/premasters.aspxhttp://www.embassyces.com/english/courses/internship.aspxhttp://www.embassyces.com/english/courses/examprep.aspx


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6: Inter-ediate

If you are at Intermediate level% you understand and spea& English with some confidence.

Your ability:You have the grammar and the voca!ulary to tal& and read a!out a wide num!er of su!ects.

You have some understanding of tone and style. You can assess and consciously improve your own

pronunciation. You have studied all the main tenses and can confidently ma&e sentences% *uestion forms

and clauses in all of them. You are !eginning to loo& at phrasal and modal ver!s.

Euivalent to:

IE!"#score 6$% 1%$%

"'E(!i/ score %%

"'EI+score 6% 1/%

+a-bridgePE"

You can:

#tudyon some courses at an English-spea&ing college

Enter universityon a foundation course

#tart to focus your English studieson specifics such as English for usiness or Academic

purposes



Pre-5asters'6 terms,

0iploma of English'semester,

2"E Eamination preparation

Undergraduate preparation courses

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2: Pre1Inter-ediate
http://www.embassyces.com/english/aboutus/levels.aspx#top%23tophttp://www.embassyces.com/english/courses/premasters.aspxhttp://www.embassyces.com/english/courses/diploma.aspxhttp://www.embassyces.com/english/courses/examprep.aspxhttp://www.embassyces.com/english/courses/dipunientrance.aspxhttp://www.embassyces.com/english/aboutus/levels.aspx#top%23tophttp://www.embassyces.com/english/aboutus/levels.aspx#top%23tophttp://www.embassyces.com/english/courses/premasters.aspxhttp://www.embassyces.com/english/courses/diploma.aspxhttp://www.embassyces.com/english/courses/examprep.aspxhttp://www.embassyces.com/english/courses/dipunientrance.aspxhttp://www.embassyces.com/english/aboutus/levels.aspx#top%23top


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If you are at Pre-intermediate level% you have a good !asic a!ility to communicate and understand% !ut you

can ma&e great improvement in all areas.

Your ability:You can tal& a!out many su!ects and give your opinion on them. You can tal& with

confidence in the present% past and future simple tenses. You can perform tas&s such as shopping% !oo&ing

a hotel room% travel% and ma&ing conversation in English. Your grammar includes an understanding of

adectives% adver!s% comparatives% articles% possessives% and !asic prepositions.Euivalent to:

IE!"#score 2$% 16$%

"'E(!i/ score 2

"'EI+score 2 16%

You can:

#tudy!asic practical su!ects in English

#tart to 5re5arefor Internship


Em!assy "ertificate of English

Pre-5asters'7 terms,

"ertificate of usiness English

"ertificate 8

Undergraduate preparation courses

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: Ele-entary

If you are at Elementary level% you can communicate in a very !asic way% mainly in the present and past

simple. Your voca!ulary covers everyday useful su!ect areas.

Your ability:y the end of Elementary level% you can ma&e simple sentences and reply to *uestions on a

range of personal and common su!ects. You can tal& a!out your li&es and disli&es% family% and routines.

You can order a meal in a restaurant or go shopping in English.

Euivalent to:

IE!"#score 2$

"'E(!i/ score

"'EI+score )% 12

You can:

Begin to studysports% leisure or practical su!ects in English
http://www.embassyces.com/english/courses/standard.aspxhttp://www.embassyces.com/english/courses/premasters.aspxhttp://www.embassyces.com/english/courses/certeb.aspxhttp://www.embassyces.com/english/courses/professionaleight.aspxhttp://www.embassyces.com/english/courses/dipunientrance.aspxhttp://www.embassyces.com/english/aboutus/levels.aspx#top%23tophttp://www.embassyces.com/english/courses/standard.aspxhttp://www.embassyces.com/english/courses/premasters.aspxhttp://www.embassyces.com/english/courses/certeb.aspxhttp://www.embassyces.com/english/courses/professionaleight.aspxhttp://www.embassyces.com/english/courses/dipunientrance.aspxhttp://www.embassyces.com/english/aboutus/levels.aspx#top%23top


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Em!assy "ertificate of English

top

): Beginner

If you are at eginner level% you have never studied English.

Your ability:You might &now a few English words% li&e (hello(% (tai(% and (foot!all(. After only a wee&(s

study at eginner level% you will !e a!le to say your name and nationality% as& !asic *uestions and give

!asic answers. You will &now the alpha!et% and num!ers to 9::. You will !e a!le to shop or travel with

!asic English and some help. You will &now the fundamentals of English pronunciation.

Euivalent to:

IE!"#score ) 1

"'E(!i/ score )

"'EI+score ) 1)%


Em!assy "ertificate of English in 4astings% #an 0iego% ;ew Yor&% ris!ane% 5el!ourne or Perth

'these schools offer courses at eginner level 9,

Breakthrough PARA NIVEL 0 O 1

ESL Level Descriptions

$+ere are 7 &eve&) of in)tr(ction, ranin from c&a))e) to )erve t+o)e 'it+ no En&i)+)i&&) to c&a))e) for t+o)e 'it+ advanced )i&&). $+e c&a))e) are !EE and c&a))e) in a&&&eve&) are offered in t+e mornin), afternoon) and evenin). $+ere are E c&a))e) ata&& an ieo Contin(in Ed(cation Camp()e) and at many &ocation) in t+ecomm(nity.o( can rei)ter for t+e c&a))e) y oin to one of o(r camp() E a))e))ment

center).ESL/Beginning Literacy 1

eve&op a)ic &an(ae )i&&) needed in c&a))room and in day-to-day ad(&t )it(ation).!oc() on &i)tenin and minima& )peain ta)) nece))ary to )ati)fy ro(tine c&a))roomand )ocia& demand) and &imited 'or re(irement). #ntrod(ction to readin and 'ritin)i&&). !or t+o)e 'it+ &itt&e or no &iteracy in En&i)+.

Alphabet

Numbers

Vocabulary words

E einnin iteracy 1 C&a)) c+ed(&eESL/Beginning Low 2
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eve&op reater )i&&) in &i)tenin and )peain for a)ic comm(nication in t+ec&a))room, o(t)ide t+e c&a))room and at 'or. Epand readin and 'ritin )i&&),introd(ction of a)ic rammar. ()t +ave comp&eted einnin iteracy or e(iva&ent.

Listening

Speaking

Reading Writing simple !orms" sentences

#rammar$

o %ommands ive the book to him'(

o )ronouns &he" she" they" * my" his" her(

o Simple present tense &* go to school'(

o )resent continuous & * am studying English(

o Simple )ast & * went to school'(

o +uture &* am going to buy a car'(

o %an,can-t &* can speak English'(

E einnin o' 2 C&a)) c+ed(&eESL/Beginning High

i)tenin, )peain, readin and 'ritin )i&&) to f(nction )ati)factori&y in mo)t rea&-&ife)it(ation) re&ated to immediate need). ()t +ave comp&eted einnin o' 2 ore(iva&ent.

Listening

Speaking

Reading

Writing !orms" notes" series o! sentences" paragraph

)ronunciation

#rammar$o Review o! present" present continuous and !uture with .going to/ 0uestions and

answers

o +uture tense with .will/

o *ntroduction o! have to" should" may" must would

o )repositions &in" on" at" ne1t to" between(

E einnin 8i+ 3 C&a)) c+ed(&eESL/Inter!e"iate Low #

efine )i&&) needed in conver)ation) eyond )(rviva& need). !(nction independent&y inmo)t fami&iar )it(ation) and ()e appropriate &an(ae in ro(tine )ocia& )it(ation). ()t

+ave comp&eted einnin 8i+ 3 or e(iva&ent. Listening

Speaking

Reading

Writing notes" 234 paragraphs" short letters" applications

)ronunciation

#rammar$

o Review o! present" past" and !uture tenses" modals &can" should" have to" etc(

o )resent per!ect &* have lived here !or two years'(

o )resent per!ect continuous &* have been studying English !or 2 months'(

o )ast continuous &* was sleeping when the phone rang'(

o +uture conditional &*! * have time" * will 55555'(

o %omparative &Los Angeles is bigger than San Diego'(
http://www.sdce.edu/class-schedule/class-schedule.php?&topic=3952http://www.sdce.edu/class-schedule/class-schedule.php?&topic=3953http://www.sdce.edu/class-schedule/class-schedule.php?&topic=3952http://www.sdce.edu/class-schedule/class-schedule.php?&topic=3953


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o *n!initives and gerunds &* want to get a 6ob' * en6oy watching 7V'(

E #ntermediate o' 4 C&a)) c+ed(&eESL/Inter!e"iate High $

i&&) needed to f(nction effective&y in fami&iar and (nfami&iar )ocia& )it(ation) and

fami&iar 'or )it(ation). Comm(nication needed to di)c())/interpret c(&t(ra& difference)and ()e En&i)+ to )o&ve pro&em) o(t)ide t+e c&a)). ()t +ave comp&eted#ntermediate 8i+ 4 or e(iva&ent.

Listening

Speaking

Reading

)ronunciation

Writing short essays or series o! paragraphs" reports" letters

#rammar$

o Review o! verb tenses in levels 83 9 and review o! present conditional

o Di!!erence between past tense and present per!ect tense

o %omparatives and Superlatives &better" best" more e1pensive" most e1pensive(o )ast per!ect &* had !inished my work when you called'(

o %onditional unreal &i! * had time" * would 55555(

o Reported speech &:e said that he was married'(

o Verbs ; prepositions &talk about" listen to" interested in(

o Ad6ective clauses &7he man who was wearing the black pants took the book'(

E #ntermediate 8i+ 5 C&a)) c+ed(&eESL/A"%ance" Low &

!&(ency and comm(nication )i&&). e&f-monitor effective&y '+en ()in a)ic

rammatica& )tr(ct(re and introd(ction to more comp&e )tr(ct(re). U.. c(&t(ra& va&(e)and t+inin pattern) are introd(ced t+ro(+ di)c())ion), readin) and 'ritin. ()t+ave comp&eted #ntermediate 8i+ 5 or e(iva&ent.

%onversation and oral presentations

Reading

Vocabulary

American culture

Writing essays" letters" reports

)ronunciation

Research on the internet

#rammar$

o Review o! grammar !rom levels 2 3 riting with English in Use"AE Practice /ests/owards Proficiency1andmar& Advanced '"AE #tudy Pac&,


10/26

(+E2irst "ertificate 5asterclass% ;ew Edition;E>

2ast "lass;E>2irst "ertificate ?noc&out2irst "ertificate #&ills) Use of English;E>2"E Practice /ests

IE1/# Preparation and Practice;E>

Pre (+E"ountdown to 2irst "ertificate;ew #uccess at first "ertificate

(or B) "hreshold9 PE"9 !"E !evel 9 "'EI+ 6%1%PE/ 5asterclass;E>

PE/ Practice /ests% ;ew Edition;E>

?ic&start


11/26

1 $ET $#ELI& $#ELI&

A2 ET FL*E#S

A1 &O-E#S

STA#TE#S

-a E)c(e&a 9ficia& de #dioma) conva&ida e& CPE con )( nive& m:) a&to ;Certificado de Aptit(dmica acepta e& !CE y e& CPE para (e profe)ore) de &etra)p(edan impartir c&a)e) de in&>) en centro) concertado).

-(&tit(d de empre)a) &o) eien como re(erimiento.

-(&tit(d de Univer)idade) &o) reconocen.

o) E:mene) de Camride E9 e)t:n &iado) a& arco de eferencia E(ropeo de &a) en(a) de&Con)e?o de E(ropa.

?ey English /est '?E/,

E)te eamen )e corre)ponde con e& @ive& A2 de& arco de eferencia E(ropeo. En e)te nive& dedominio de &a &en(a &o) candidato) deer:n )er capace) de

Entender fra)e) y epre)ione) de ()o frec(ente (e +aan referencia directa a &a vida cotidiana

;por e?emp&o informaci=n acerca de )( fami&ia o amio), traa?o, compra), entorno, etc.


12/26

Epre)ar)e de forma )enci&&a y co+erente )ore tema) conocido) e intere)e) per)ona&e). o)

candidato) )on capace) de contar eperiencia) y acontecimiento) per)ona&e) y de)criir )())(eo), i&()ione) y meta). $ami>n )on capace) de ep&icar o ?()tificar revemente )() p&ane)( opinione).

$ET se ivie en tres partes0

Compren)i=n &ectora y Epre)i=n e)crita

Compren)i=n a(ditiva

Epre)i=n ora&

2irst "ertificate in English '2"E,

E)te eamen )e corre)ponde con e& @ive& 2 de& arco de eferencia E(ropeo. En e)te nive& de

competencia, &o) candidato) deer:n )er capace) de

Captar e& men)a?e e)encia& de teto) con tema) de car:cter concreto y a)tracto y participar

activamente en (na conver)aci=n t>cnica dentro de )( campo de e)pecia&iBaci=n.

Com(nicar)e con )(ficiente e)pontaneidad y f&(ideB con +a&ante) nativo) )in (e &a

conver)aci=n invo&(cre (n e)f(erBo e)pecia& por parte de nin(no de &o) inter&oc(tore). Epre)ar)e de manera c&ara y matiBada )ore tema) diver)o). er capaB de comentar noticia) de act(a&idad y de eaminar &a) venta?a) y de)venta?a) de

)it(acione) concreta).

FCE se ivie en cinco partes0

Compren)i=n &ectora

Epre)i=n e)crita


U)o de &a &en(a

Epre)i=n ora&

"ertificate in Advanced English '"AE,

E)te eamen )e corre)ponde con e& @ive& C1 de& arco de eferencia E(ropeo. En e)te nive& dedominio de &a &en(a &o)candidato) deer:n )er capace) de

Entender y comprender (na mayor variedad de teto) m:) eten)o) y &inFD)ticamente m:)

comp&e?o) a)D como de reconocer )( )entido imp&Dcito. Epre)ar)e con )o&t(ra y e)pontaneidad )in nece)idad de e)forBar)e dema)iado para encontrar

&a epre)i=n adec(ada. 8acer (n ()o f&ei&e y efectivo de& idioma para fine) )ocia&e), acad>mico) profe)iona&e) o de

formaci=n. Prod(cir teto) c&aro), ien e)tr(ct(rado) y deta&&ado) )ore tema) de cierta comp&e?idad y )er

capaB de re&acionar tema) (ti&iBando para e&&o (na variedad de rec(r)o) &inFD)tico) apropiado).

CAE e) reconocido por m(c+a) (niver)idade) y fac(&tade) en e& eino Unido y otro) paD)e) de +a&ain&e)a como pr(ea de +aer a&canBado (n nive& de in&>) )(ficiente como para acceder a c(r)o) de

ed(caci=n )(perior. CAE tami>n e) reconocido por empre)a) en todo e& m(ndo. Una &i)ta de e)ta)(niver)idade), empre)a) y otra) in)tit(cione) e)t: di)poni&e en www."am!ridgeE#$1.orgJ"AE
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13/26

E& eamen de CAE con)ta de cinco parte)

Compren)i=n de &eit(ra

Epre)i=n e)crita


U)o de &a &en(a

Epre)i=n ora&

"ertificate of Proficiency in English '"PE,

E)te eamen )e corre)ponde con e& @ive& C2 de& arco de eferencia E(ropeo. En e)te nive& dedominio de &a &en(a &o)candidato)deer:n )er capace) de

Entender pr:cticamente todo &o (e &een y e)c(c+an con faci&idad. e)(mir informaci=n procedentede diver)a) f(ente) ya )ean en &en(a ora& o e)crita y

reprod(cir e& ar(mento :)ico y &=ico de e)a informaci=n de (n modo co+erente. Epre)ar)e con f&(ideB, de manera e)pont:nea y preci)a, y )aer matiBar opinione) inc&()o

tratando tema) comp&e?o).

CPE e) reconocido por m(c+a) (niver)idade) y fac(&tade) en e& eino Unido y otro) paD)e) de +a&ain&e)a como pr(ea de +aer a&canBado (n nive& de in&>) )(ficiente como para acceder a c(r)o) deed(caci=n )(perior. CAE tami>n e) reconocido por empre)a) en todo e& m(ndo. Una &i)ta de e)ta)

(niver)idade), empre)a) y otra) in)tit(cione) e)t: di)poni&e en www."am!ridgeE#$1.orgJ"PE

E& Eamen de& CPE con)ta de cinco parte)

Compren)i=n de &ect(ra

Epre)i=n e)crita Compren)i=n a(ditiva

U)o de &a &en(a

Epre)i=n ora&

usiness English "ertificates 'E",

Eva&an &a capacidad de &o) candidato) para com(nicar)e eficaBmente en e& campo de &o)

neocio), pero no re(ieren conocimiento) e)pecia&iBado).

E)t:n diriido) a e)t(diante) (e nece)itan (no) conocimiento) concreto) de& in&>) paraemprender (na carrera empre)aria& con proyecci=n internaciona&.

e eva&an c(atro :rea) diferente) de +ai&idad &inFD)tica Compren)i=n a(ditiva,

Compren)i=n &ectora, Epre)i=n ora& y Epre)i=n e)crita.

o) e?ercicio) )im(&an )it(acione) de &a vida cotidianaen e& :mito de &o) neocio) con e& fin

de eva&(ar &a capacidad de &o) candidato) para (ti&iBar (n ran nmero de f(ncione) ye)tr(ct(ra) &inFD)tica) en e& conteto empre)aria&.

E)t:n di)poni&e) en &o) )i(iente) nive&e) 1 ;EC Pre&iminary


14/26

/he usiness 1anguage /esting #ervice 'U1A/#,

e)arro&&adocon?(ntamente por Univer)ity of Camride oca& Eamination) yndicate,

A&&iance !ranHai)e, *oet+e-#n)tit(t #nter @atione) y &a Univer)idad de a&amanca, e& ervicio deEva&(aci=n de #dioma) para &o) @eocio)

Con)i)te en (na pr(ea fia&e di)eada para eva&(ar e& dominio de idioma) etran?ero) en e&

:mito de &a empre)a

Pretende eva&(ar e& nive& de idioma) atendiendo a &a) nece)idade) e)pecDfica) de &o)

orani)mo) internaciona&e)

+a )ido conceida para eva&(ar &a +ai&idad &inFD)tica en (na &en(a etran?era de

traa?adore) en activo y de (iene) ()can traa?o

p(ede rea&iBar)e en pape& impre)o ;&a pr(ea e)t:ndar UA$< o por ordenador

e)t: a)ada en &a pr:ctica, p(e)to (e va diriida a comproar e& dominio de& idioma re(erido

en &a empre)a

p(ede +acer)e en c(a&(ier fec+a

a E)ca&a U1A/#e)t: vinc(&ada aA1/Ey a &o) @ive&e) de& arco de eferencia E(ropeo

"am!ridge Young 1earners English /ests 'Y1E,

E:mene) de in&>) para nio) de entre 7 y 12 ao)

i)eado) (ti&iBando contenido) adaptado) a &a) nece)idade) de &o) nio)

!ec+a) de eamen f&ei&e)

3 parte) ;Compren)i=n &ectora y Epre)i=n e)crita, Compren)i=n a(ditiva y Epre)i=n ora&) +a )ido de)arro&&ada y diriida con?(ntamente por Camride E9, e&

riti)+ Co(nci& y e& #nternationa& eve&opment Proramme of A()tra&ian Univer)itie) andCo&&ee) ;#P< ;Prorama de e)arro&&o #nternaciona& de Univer)idade) y !ac(&tade)A()tra&iana)n aceptado por m(c+a) (niver)idade) de &o) E)tado) Unido);inc&(ida &a Univer)idad de Ca&ifornia, ere&ey< como pr(ea de& dominio de& idioma de &o)candidato).

Adaptada a todo) &o) nive&e) de conocimiento y +ai&idad, e)ta pr(ea e)t: diriida, en

principio a a(e&&o) candidato) (e de)ean comp&etar )() e)t(dio) de ed(caci=n )ec(ndaria oc(r)ar e)t(dio) de formaci=n para e& emp&eo en e& eino Unido o en A()tra&ia. $ami>n e)adec(ada para (iene) tienen intenci=n de tra)&adar)e a e)o) paD)e). e +ec+o, e& oiernoa()tra&iano eie (e e)te tDt(&o acompae c(a&(ier )o&icit(d de inmiraci=n.

o) re)(&tado) )e c&a)ifican en n(eve nive&e), de)de e& @ive& 1 J @o U)(ario ;e)t(diante) con

m(y poco dominio de& idioma< +a)ta e& @ive& " J U)(ario Eperto ;e)t(diante) con f&(ideBm:ima


15/26

i)poni&e en (na e)ca&a de 3 nive&e) ;@ive& 1 KPre&iminaryK, @ive& 2 KGantaeK y @ive& C1

K8i+erK

ESL E1ams$ A 7eacherCs #uide

y %eit+ $ay&or#tL) t+e end of anot+er c&a)), and one )t(dent +a) )tayed e+ind. @o pro&em, yo(t+in, maye an ea)y rammar (e)tion, or a comment on +o' t+ey en?oyed t+e c&a));or notM


16/26

'ritin, and t+e #nternationa& poen E9 i) a one to one )tr(ct(red intervie'. ot++ave )i &eve&), from a)ic to advanced.()ine)) En&i)+Every year fo(r and a +a&f mi&&ion peop&e tae t+e $9E#C ;$e)t of En&i)+ for#nternationa& Comm(nication


17/26

$+e )i &eve&) are A1 ;reat+ro(+


18/26

English language learning and teaching

!rom Niipedia, t+e free encyc&opedia

ump to$ navigation"search

See also:Language educationand Second language acquisition"ESL" redirects here. For other uses, seeESL (disambiguation).

ESL;En&i)+ a) a )econd &an(ae


19/26

o B'8Language terminology

o B'2#eneral language teaching and learning

o B'4English language teaching and learning

o B'9%ontemporary English

o B'


20/26

#n t+e U, Canada and A()tra&ia, t+i) ()e of En&i)+ i) ca&&ed E!L;En&i)+ a) a )econd&an(ae


21/26

)t(dyin E! in 8on %on, for eamp&e, are more &ie&y to &earn riti)+ En&i)+,'+erea) )t(dent) in t+e P+i&ippine)are more &ie&y to &earn American En&i)+.!or t+i) rea)on, many teac+er) no' emp+a)iBe teac+in En&i)+ a) an internationa&&an(ae;E#


22/26

sounds are missing even in some English dialects' Some learners substitute a [t]or [d]sound" while others shi!t to [s]or [z]" [f]or [v]and even [ts]or [dz]('Speakers o! apanese" Moreanand %hinesevarieties have di!!iculty distinguishing [r]and [l]' 7he distinction between [b]and [v]can cause di!!iculty !or native speakers o!Spanish" apanese and Morean'

Vowe (hone!e*

7he precise number o! distinct vowelsounds depends on the variety o! English$ !or

e1ample" Received )ronunciationhas twelve monophthongs&single or pure vowels("

eight diphthongs&double vowels( and two triphthongs&triple vowels( whereas #eneral

Americanhas thirteen monophthongs and three diphthongs' =any learners" such as

speakers o! Spanish"apaneseor Arabic" have !ewer vowels" or only pure ones" in their

mother tongue and so may have problems both with hearing and with pronouncing these

distinctions'

Syae *tructure

*n its syllable structure" English allows !or a cluster o! up to three consonantsbe!ore thevowel and !our a!ter it &e.g.,straw" desks"glimpsed(' 7he syllable structure causes

problems !or speakers o! many other languages' apanese" !or e1ample" broadly

alternates consonant and vowel sounds so learners !rom apan o!ten try to !orce vowels

in between the consonants &e.g.,desks/desks/becomes desukusu or milk shake/mlk ek/becomes mirukushku('Learners !rom languages where all words end in vowels sometimes tend to make all

English words end in vowels" thus make/mek/can come out as [mek]' 7helearnerCs task is !urther complicated by the !act that native speakers may drop consonants

in the more comple1 blends &e.g.,[mns]instead o! [mns]!or months('

3n*tre**e" %owe*3 Native English speakers !re0uently replace almost any vowel in anunstressed syllable with an unstressed vowel"o!ten schwa' +or e1ample"romhas a

distinctly pronounced short CoC sound when it is stressed &e.g.,!here are ou from#(" but

when it is unstressed" the short CoC reduces to a schwa &e.g.,$%m romLondon.(' *n some

cases" unstressed vowels may disappear altogether" in words such as chocolate &which

has !our syllables in Spanish" but only two as pronounced by Americans$ choc&lit'(

Stress in English more strongly determines vowel 0uality than it does in most other

world languages &although there are notable e1ceptions such as Russian(' +or e1ample"

in some varieties the syllables an" en" in" onand unare pronounced as homophones" that

is" e1actly alike' Native speakers can usually distinguish an able" enable" and unable

because o! their position in a sentence" but this is more di!!icult !or ine1periencedEnglish speakers' =oreover" learners tend to overpronounce these unstressed vowels"

giving their speech an unnatural rhythm'

Stre** ti!ing3 English tends to be a stress3timed language3 this means that stressed

syllables are roughly e0uidistant in time" no matter how many syllables come in

between' Although some other languages" e'g'" #ermanand Russian" are also stress3

timed" most o! the worldCs other ma6or languages aresyllable3timed" with each syllable

coming at an e0ual time a!ter the previous one' Learners !rom these languages o!ten

have a staccatorhythm when speaking English that is disconcerting to a native speaker'

Stress !or emphasis 3 studentsC own languages may not use stress !or emphasis as

English does'
http://en.wikipedia.org/wiki/Japanese_languagehttp://en.wikipedia.org/wiki/Korean_languagehttp://en.wikipedia.org/wiki/Korean_languagehttp://en.wikipedia.org/wiki/Chinese_languagehttp://en.wikipedia.org/wiki/Chinese_languagehttp://en.wikipedia.org/wiki/Spanish_languagehttp://en.wikipedia.org/wiki/Vowelhttp://en.wikipedia.org/wiki/Received_Pronunciationhttp://en.wikipedia.org/wiki/Monophthonghttp://en.wikipedia.org/wiki/Diphthonghttp://en.wikipedia.org/wiki/Triphthonghttp://en.wikipedia.org/wiki/General_Americanhttp://en.wikipedia.org/wiki/General_Americanhttp://en.wikipedia.org/wiki/Spanish_languagehttp://en.wikipedia.org/wiki/Japanese_languagehttp://en.wikipedia.org/wiki/Japanese_languagehttp://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Syllablehttp://en.wikipedia.org/wiki/Consonant_clusterhttp://en.wikipedia.org/wiki/Japanese_languagehttp://en.wikipedia.org/wiki/Unstressed_vowelhttp://en.wikipedia.org/wiki/Unstressed_vowelhttp://en.wikipedia.org/wiki/Schwahttp://en.wikipedia.org/wiki/Russian_languagehttp://en.wikipedia.org/wiki/Homophonehttp://en.wikipedia.org/wiki/Stress-timed_languagehttp://en.wikipedia.org/wiki/Stress-timed_languagehttp://en.wikipedia.org/wiki/German_languagehttp://en.wikipedia.org/wiki/Russian_languagehttp://en.wikipedia.org/wiki/Syllable-timed_languagehttp://en.wikipedia.org/wiki/Syllable-timed_languagehttp://en.wikipedia.org/wiki/Staccatohttp://en.wikipedia.org/wiki/Japanese_languagehttp://en.wikipedia.org/wiki/Korean_languagehttp://en.wikipedia.org/wiki/Chinese_languagehttp://en.wikipedia.org/wiki/Spanish_languagehttp://en.wikipedia.org/wiki/Vowelhttp://en.wikipedia.org/wiki/Received_Pronunciationhttp://en.wikipedia.org/wiki/Monophthonghttp://en.wikipedia.org/wiki/Diphthonghttp://en.wikipedia.org/wiki/Triphthonghttp://en.wikipedia.org/wiki/General_Americanhttp://en.wikipedia.org/wiki/General_Americanhttp://en.wikipedia.org/wiki/Spanish_languagehttp://en.wikipedia.org/wiki/Japanese_languagehttp://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Syllablehttp://en.wikipedia.org/wiki/Consonant_clusterhttp://en.wikipedia.org/wiki/Japanese_languagehttp://en.wikipedia.org/wiki/Unstressed_vowelhttp://en.wikipedia.org/wiki/Schwahttp://en.wikipedia.org/wiki/Russian_languagehttp://en.wikipedia.org/wiki/Homophonehttp://en.wikipedia.org/wiki/Stress-timed_languagehttp://en.wikipedia.org/wiki/German_languagehttp://en.wikipedia.org/wiki/Russian_languagehttp://en.wikipedia.org/wiki/Syllable-timed_languagehttp://en.wikipedia.org/wiki/Staccato


23/26

Stress !or contrast 3 stressing the right word or e1pression' 7his may not come easily

to some nationalities'

Emphatic apologies 3 the normally unstressed au1iliary is stressed &* really amvery

sorry(

*n English there are 0uite a number o! words 3 about !i!ty 3 that have two di!!erent

pronunciations" depending on whether they are stressed' 7hey are grammatical words$pronouns" prepositions" au1iliary verbs and con6unctions' =ost students tend to overuse

the strong !orm" which is pronounced with the written vowel'

+onnecte" *(eech

)honological processes such as assimilation"elisionand epenthesistogether with

indistinct word boundaries can con!use learners when listening to natural spoken

English" as well as making their speech sound too !ormal i! they do not use them' +or

e1ample" in R)eight beetles and three ants/et bi tlz nd ri Tnts /becomes[etbi tl PnUi6Tns ]'See also:'ccent reduction

5eit6 'rammar .en*e*3 English has a relatively large number o! tenseswith some 0uite subtle

di!!erences" such as the di!!erence between the simple past * ate and the present per!ect

* have eaten' )rogressive and per!ect progressive !orms add comple1ity' &SeeEnglish

verbs'(

4unction* o au)iiarie*3 Learners o! English tend to !ind it di!!icult to manipulate the

various ways in which English uses the !irst au1iliary verbo! a tense' 7hese include

negation &ege hasn%t been drinking.(" inversion with the sub6ect to !orm a 0uestion &eg

as he been drinking#(" short answers &eg es, he has.( and tag 0uestions&has he#(' A

!urther complication is that the dummy au1iliary verb do,does,didis added to !ul!ilthese !unctions in the simple present and simple past" but not !or the verb to be'

5o"a %er*3 English also has a signi!icant number o! modal au1iliary verbswhich

each have a number o! uses' +or e1ample" the opposite o! >ou must be here at B

&obligation( is usually >ou donCt have to be here at B &lack o! obligation" choice(" while

must in >ou must not drink the water &prohibition( has a di!!erent meaning !rom

must in >ou must not be a native speaker &deduction(' 7his comple1ity takes

considerable work !or most learners to master'

I"io!atic u*age3 English is reputed to have a relatively high degree o! idiomaticusage'

+or e1ample" the use o! di!!erent main verb !orms in such apparently parallel

constructions as try to learn" help learn" and avoid learning pose di!!iculty !or

learners' Another e1ample is the idiomatic distinction between make and do$ makea mistake" not do a mistake and do a !avour" not make a !avour'

Artice*3 English has an appreciable number o! articles" including the de!inite article

theand the inde!inite article a, an' At times English nouns can or indeed must be used

without an article this is called the Pero article' Some o! the di!!erences between

de!inite" inde!inite and Pero article are !airly easy to learn" but others are not" particularly

since a learnerCs native language may lack articles or use them in di!!erent ways than

English does' Although the in!ormation conveyed by articles is rarely essential !or

communication" English uses them !re0uently &several times in the average sentence(" so

that they re0uire some e!!ort !rom the learner'
http://en.wikipedia.org/wiki/Assimilation_(linguistics)http://en.wikipedia.org/wiki/Elisionhttp://en.wikipedia.org/wiki/Elisionhttp://en.wikipedia.org/wiki/Epenthesishttp://en.wikipedia.org/wiki/Received_Pronunciationhttp://en.wikipedia.org/wiki/Accent_reductionhttp://en.wikipedia.org/w/index.php?title=English_language_learning_and_teaching&action=edit&section=9http://en.wikipedia.org/wiki/Tenseshttp://en.wikipedia.org/wiki/English_verbshttp://en.wikipedia.org/wiki/English_verbshttp://en.wikipedia.org/wiki/English_verbshttp://en.wikipedia.org/wiki/Auxiliary_verbhttp://en.wikipedia.org/wiki/Tag_questionshttp://en.wikipedia.org/wiki/Modal_auxiliary_verbhttp://en.wikipedia.org/wiki/Idiomhttp://en.wikipedia.org/wiki/Article_(grammar)http://en.wikipedia.org/wiki/Thehttp://en.wikipedia.org/wiki/A%2C_anhttp://en.wikipedia.org/wiki/Zero_articlehttp://en.wikipedia.org/wiki/Assimilation_(linguistics)http://en.wikipedia.org/wiki/Elisionhttp://en.wikipedia.org/wiki/Epenthesishttp://en.wikipedia.org/wiki/Received_Pronunciationhttp://en.wikipedia.org/wiki/Accent_reductionhttp://en.wikipedia.org/w/index.php?title=English_language_learning_and_teaching&action=edit&section=9http://en.wikipedia.org/wiki/Tenseshttp://en.wikipedia.org/wiki/English_verbshttp://en.wikipedia.org/wiki/English_verbshttp://en.wikipedia.org/wiki/Auxiliary_verbhttp://en.wikipedia.org/wiki/Tag_questionshttp://en.wikipedia.org/wiki/Modal_auxiliary_verbhttp://en.wikipedia.org/wiki/Idiomhttp://en.wikipedia.org/wiki/Article_(grammar)http://en.wikipedia.org/wiki/Thehttp://en.wikipedia.org/wiki/A%2C_anhttp://en.wikipedia.org/wiki/Zero_article


24/26

5eit6 -oca1ulary Phra*a %er*3 )hrasal verbsin English can cause di!!iculties !or many learners

because they have several meanings and di!!erent syntactic patterns' 7here are also a

number o! phrasal verb di!!erences between American and Hritish English'

6or" "eri%ation3 Word derivationin English re0uires a lot o! rote learning' +or

e1ample" an ad6ective can be negated by using thepre!i1un&&e'g' unable(" in&&e'g'inappropriate(" dis&&e'g' dishonest(" or a&&e'g' amoral(" or through the use o! one o! a

myriad o! related but rarer pre!i1es" all modi!ied versions o! the !irst !our'

Si7e o e)icon3 7he history o! Englishhas resulted in a very large vocabulary"

essentially one stream !rom Jld Englishand one !rom theNormanin!usion o! Latin3

derived terms' &Schmitt =arsden claim that English has one o! the largest

vocabularies o! any known language'( 7his inevitably re0uires more work !or a learner

to master the language'

5eit6 "ifferences 1et:een spo9en an :ritten En2lis7

A) 'it+ mo)t &an(ae), 'ritten &an(ae tend) to ()e a more forma& rei)tert+an)poen &an(ae. $+e ac(i)ition of &iteracytae) )inificant effort in En&i)+.

S(eing3 Hecause o! the many changes in pronunciation which have occurred since a

written standard developed" and the retention o! many historical idiosyncrasies in

spelling" English spelling is di!!icult even !or native speakers to master' 7his di!!iculty is

shown in such activities as spelling beesthat generally re0uire the memoriPation o!

words' English speakers may also rely on computer tools such as spell checkersmore

than speakers o! other languages" as the users o! the utility may have !orgotten" or never

learned" the correct spelling o! a word' 7he generaliPations that e1ist are 0uite comple1

and there are many e1ceptions leading to a considerable amount o!rote learning' 7he

spelling system causes problems in both directions 3 a learner may know a word by

sound but not be able to write it correctly &or indeed !ind it in a dictionary(" or they maysee a word written but not know how to pronounce it or mislearn the pronunciation'

5eit6 -arieties of En2lis7 7here are thriving communities o! English native speakers in countries all over the

world" and this historical diaspora has led to some noticeable di!!erences in

pronunciation" vocabulary and grammar in di!!erent countries" as well as those variations

which e1ist between di!!erent regions" and across the social strata" within the same

country' Even within the Hritish *sles" there are signi!icant regional language di!!erences"

di!!erences o! &i( pronunciation,accent" &ii( vocabulary" and even &iii( grammar,dialect"

when the local dialect di!!ers !rom that o! another region or !rom the grammar o!Creceived EnglishC'

7he world holds over K languages" and most e1ist within only a small geographic

area even most o! the top 8 are limited to a small number o! countries or even a single

state' Some o! the more well3known languages are to some degree managed by a

speci!ic organisation that determines the most prestigious !orm o! the language" e'g'

+rench languageand the'cademie de la langue ran*aiseor Spanish languageand the

+eal 'cademia Espaola'Since many students o! English study it to enable them to

communicate internationally" the lack o! a uni!orm international standard !or the

language poses some barriers to meeting that goal see international English'
http://en.wikipedia.org/w/index.php?title=English_language_learning_and_teaching&action=edit&section=10http://en.wikipedia.org/wiki/Phrasal_verbshttp://en.wikipedia.org/wiki/Derivation_(linguistics)http://en.wikipedia.org/wiki/Rote_learninghttp://en.wikipedia.org/wiki/Prefix_(linguistics)http://en.wikipedia.org/wiki/History_of_the_English_languagehttp://en.wikipedia.org/wiki/History_of_the_English_languagehttp://en.wikipedia.org/wiki/Old_Englishhttp://en.wikipedia.org/wiki/Normanshttp://en.wikipedia.org/wiki/Latinhttp://en.wikipedia.org/w/index.php?title=English_language_learning_and_teaching&action=edit&section=11http://en.wikipedia.org/wiki/Register_(linguistics)http://en.wikipedia.org/wiki/Spoken_languagehttp://en.wikipedia.org/wiki/Literacyhttp://en.wikipedia.org/wiki/Spellinghttp://en.wikipedia.org/wiki/Spelling_beehttp://en.wikipedia.org/wiki/Spelling_beehttp://en.wikipedia.org/wiki/Spell_checkerhttp://en.wikipedia.org/wiki/Spell_checkerhttp://en.wikipedia.org/wiki/Rote_learninghttp://en.wikipedia.org/wiki/Rote_learninghttp://en.wikipedia.org/w/index.php?title=English_language_learning_and_teaching&action=edit&section=12http://en.wikipedia.org/wiki/Anglospherehttp://en.wikipedia.org/wiki/Anglospherehttp://en.wikipedia.org/wiki/British_Isleshttp://en.wikipedia.org/wiki/Languageshttp://en.wikipedia.org/wiki/French_languagehttp://en.wikipedia.org/wiki/French_Academyhttp://en.wikipedia.org/wiki/Spanish_languagehttp://en.wikipedia.org/wiki/Spanish_languagehttp://en.wikipedia.org/wiki/Real_Academia_Espa%C3%B1olahttp://en.wikipedia.org/wiki/Real_Academia_Espa%C3%B1olahttp://en.wikipedia.org/wiki/International_Englishhttp://en.wikipedia.org/w/index.php?title=English_language_learning_and_teaching&action=edit&section=10http://en.wikipedia.org/wiki/Phrasal_verbshttp://en.wikipedia.org/wiki/Derivation_(linguistics)http://en.wikipedia.org/wiki/Rote_learninghttp://en.wikipedia.org/wiki/Prefix_(linguistics)http://en.wikipedia.org/wiki/History_of_the_English_languagehttp://en.wikipedia.org/wiki/Old_Englishhttp://en.wikipedia.org/wiki/Normanshttp://en.wikipedia.org/wiki/Latinhttp://en.wikipedia.org/w/index.php?title=English_language_learning_and_teaching&action=edit&section=11http://en.wikipedia.org/wiki/Register_(linguistics)http://en.wikipedia.org/wiki/Spoken_languagehttp://en.wikipedia.org/wiki/Literacyhttp://en.wikipedia.org/wiki/Spellinghttp://en.wikipedia.org/wiki/Spelling_beehttp://en.wikipedia.org/wiki/Spell_checkerhttp://en.wikipedia.org/wiki/Rote_learninghttp://en.wikipedia.org/w/index.php?title=English_language_learning_and_teaching&action=edit&section=12http://en.wikipedia.org/wiki/Anglospherehttp://en.wikipedia.org/wiki/Anglospherehttp://en.wikipedia.org/wiki/British_Isleshttp://en.wikipedia.org/wiki/Languageshttp://en.wikipedia.org/wiki/French_languagehttp://en.wikipedia.org/wiki/French_Academyhttp://en.wikipedia.org/wiki/Spanish_languagehttp://en.wikipedia.org/wiki/Real_Academia_Espa%C3%B1olahttp://en.wikipedia.org/wiki/International_English


25/26

7eaching English there!ore involves not only helping the student to use the !orm o!

English most suitable !or his purposes" but also e1posure to other !orms o! English &e'g'

regional !orms, cultural styles( so that the student will be able to discern CmeaningC even

when the words,grammar,pronunciation may be 0uite di!!erent to the !orm o! English

with which he has become more !amiliar'

,e"it- E)a!* or earner*

See also: -ategor:English language tests

earner) of En&i)+ are often een to et accreditation and a n(mer of eam) areno'n internationa&&yS7T

%ambridge ESJL #eneral English e1ams"a suite o! !ive including +irst %erti!icate in

English&+%E(" %erti!icate in Advanced English&%AE( and %erti!icate o! )ro!iciency in

English&%)E(

*EL7S&*nternational English Language 7esting System(" accepted by most tertiary

academic institutions in the @M" Australia" New ealand and %anada" and by many in

the @SA'

7rinity %ollege London ESJLo!!ers several sets o! e1ams$ #raded E1aminations inSpoken English ESE(" a suite o! twelve e1ams' *ntegrated Skills in English &*SE(" a

suite o! !ive e1ams' ESJL Skills !or Li!e and ESJL !or Work'

%ity and #uilds*nternational ESJL and *nternational Spoken ESJL on demand

e1aminations available at si1 levels$ )reliminary" Access" Achiever" %ommunicator"

E1pert and =astery

London 7ests o! English!rom )earson Language 7ests"a series o! si1 e1ams each

mapped to a level !rom the %E+R

Secondary Level English )ro!iciency test

7JE+L&7est o! English as a +oreign Language(" an Educational 7esting Service

product" developed and used primarily !or academic institutions in the @SA" and now

widely accepted in tertiary institutions in %anada" New ealand" Australia" the @M" and

*reland' 7he current test is *nternet based" and is known as the 7JE+L iH7' @sed as a

pro1y !or English !or Academic )urposes'

7JE*%&7est o! English !or *nternational %ommunication(" an Educational 7esting

Service product !or Husiness English

7SE3 7est o! Spoken English

7WE 3 7est o! Written English

any co(ntrie) a&)o +ave t+eir o'n eam). E9 &earner) in En&and, Na&e) and@ort+ern #re&and ()(a&&y tae t+e nationa& i&&) for ife(a&ification), '+ic+ are offered

y )evera& eam oard). E! &earner) in C+inamay tae t+e Co&&ee En&i)+ $e)t. #n*reece En&i)+ )t(dent) may tae t+e PA9 ;Pan8e&&enic A))ociation of an(aec+oo& 9'ner)< eam).

5eit6 T7e Common European Frame:or9et'een 1"" and 2000, t+e Co(nci& of E(ropeL)&an(ae po&icydivi)ion deve&opedit) Common E(ropean !rame'or of eference for an(ae). $+e aim of t+i)frame'or 'a) to +ave a common )y)tem for forein &an(ae te)tin and certification,to cover a&& E(ropean &an(ae) and co(ntrie).$+e Common E(ropean !rame'or ;CE!< divide) &an(ae &earner) into t+ree &eve&)

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http://en.wikipedia.org/w/index.php?title=English_language_learning_and_teaching&action=edit&section=13http://en.wikipedia.org/wiki/Category:English_language_testshttp://en.wikipedia.org/wiki/English_language_learning_and_teaching#cite_note-6%23cite_note-6http://en.wikipedia.org/wiki/University_of_Cambridge_ESOL_examinationhttp://en.wikipedia.org/wiki/University_of_Cambridge_ESOL_examinationhttp://en.wikipedia.org/wiki/First_Certificate_in_Englishhttp://en.wikipedia.org/wiki/First_Certificate_in_Englishhttp://en.wikipedia.org/wiki/Certificate_in_Advanced_Englishhttp://en.wikipedia.org/wiki/Certificate_in_Advanced_Englishhttp://en.wikipedia.org/wiki/Certificate_of_Proficiency_in_Englishhttp://en.wikipedia.org/wiki/Certificate_of_Proficiency_in_Englishhttp://en.wikipedia.org/wiki/IELTShttp://en.wikipedia.org/wiki/Trinity_College_London_ESOLhttp://en.wikipedia.org/wiki/City_and_Guildshttp://en.wikipedia.org/wiki/London_Tests_of_Englishhttp://en.wikipedia.org/wiki/London_Tests_of_Englishhttp://en.wikipedia.org/wiki/Pearson_Language_Testshttp://en.wikipedia.org/wiki/Pearson_Language_Testshttp://en.wikipedia.org/wiki/CEFRhttp://en.wikipedia.org/wiki/Secondary_Level_English_Proficiency_testhttp://en.wikipedia.org/wiki/TOEFLhttp://en.wikipedia.org/wiki/TOEFLhttp://en.wikipedia.org/wiki/Educational_Testing_Servicehttp://en.wikipedia.org/wiki/English_for_Academic_Purposeshttp://en.wikipedia.org/wiki/TOEIChttp://en.wikipedia.org/wiki/TOEIChttp://en.wikipedia.org/wiki/Business_Englishhttp://en.wikipedia.org/wiki/TSE_(examination)http://en.wikipedia.org/w/index.php?title=Skills_for_Life&action=edit&redlink=1http://en.wikipedia.org/wiki/Exam_boardshttp://en.wikipedia.org/wiki/People's_Republic_of_Chinahttp://en.wikipedia.org/wiki/College_English_Testhttp://en.wikipedia.org/w/index.php?title=English_language_learning_and_teaching&action=edit&section=14http://en.wikipedia.org/wiki/Council_of_Europehttp://en.wikipedia.org/wiki/Language_policyhttp://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languageshttp://en.wikipedia.org/w/index.php?title=English_language_learning_and_teaching&action=edit&section=13http://en.wikipedia.org/wiki/Category:English_language_testshttp://en.wikipedia.org/wiki/English_language_learning_and_teaching#cite_note-6%23cite_note-6http://en.wikipedia.org/wiki/University_of_Cambridge_ESOL_examinationhttp://en.wikipedia.org/wiki/First_Certificate_in_Englishhttp://en.wikipedia.org/wiki/First_Certificate_in_Englishhttp://en.wikipedia.org/wiki/Certificate_in_Advanced_Englishhttp://en.wikipedia.org/wiki/Certificate_of_Proficiency_in_Englishhttp://en.wikipedia.org/wiki/Certificate_of_Proficiency_in_Englishhttp://en.wikipedia.org/wiki/IELTShttp://en.wikipedia.org/wiki/Trinity_College_London_ESOLhttp://en.wikipedia.org/wiki/City_and_Guildshttp://en.wikipedia.org/wiki/London_Tests_of_Englishhttp://en.wikipedia.org/wiki/Pearson_Language_Testshttp://en.wikipedia.org/wiki/CEFRhttp://en.wikipedia.org/wiki/Secondary_Level_English_Proficiency_testhttp://en.wikipedia.org/wiki/TOEFLhttp://en.wikipedia.org/wiki/Educational_Testing_Servicehttp://en.wikipedia.org/wiki/English_for_Academic_Purposeshttp://en.wikipedia.org/wiki/TOEIChttp://en.wikipedia.org/wiki/Business_Englishhttp://en.wikipedia.org/wiki/TSE_(examination)http://en.wikipedia.org/w/index.php?title=Skills_for_Life&action=edit&redlink=1http://en.wikipedia.org/wiki/Exam_boardshttp://en.wikipedia.org/wiki/People's_Republic_of_Chinahttp://en.wikipedia.org/wiki/College_English_Testhttp://en.wikipedia.org/w/index.php?title=English_language_learning_and_teaching&action=edit&section=14http://en.wikipedia.org/wiki/Council_of_Europehttp://en.wikipedia.org/wiki/Language_policyhttp://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages


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Eac+ of t+e)e &eve&) i) divided into t'o )ection), re)(&tin in a tota& of )i &eve&) forte)tin ;A1, A2, 1, etc

university of westminster levels

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