Level 1 - Elementary Proficiency - B1 - Intermediate
General
Speaking: Low, Mid, High, +
Writing: Low, Mid, High, +
Listening, +
Reading, +
ALTE: At this level users should be able to cope linguistically in a range of everyday situations which require a largely predictable use of language. Much of what learners at this level can do involves a better understanding of the types of texts from which Level 0 users can derive only the most basic points of information. Understanding at Level 1 differs in that it goes beyond merely being able to pick out facts and may involve opinions, attitudes, moods and wishes. Several of the examinations provided by members of ALTE at Level 1 are used as measures of language ability for official or institutional purposes, such as entry to courses of study and as part of degree courses.
B-1: Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst traveling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
ALTE: In social and travel contexts, users at this level can buy goods in counter service shops, and order a meal in a restaurant, asking questions about the dishes on the menu and the services (such as use of credit cards) available. They can book a hotel room over the phone, and deal with most situations likely to arise while staying in a hotel. They can deal with a small number of routine situations in a bank, and ask questions about post office services. They can make a medical appointment over the phone, and give a simple explanation of a problem to a doctor, dentist or pharmacist. As tourists, they can get standard information from a Tourist Information office, and understand the main points of a guided tour, asking some simple questions for further information. In the workplace, they can exchange opinions with colleagues as long as the topic is predictable, pass on messages and offer advice to clients within their own area of expertise. If studying, they can ask simple questions, for example, for clarification, and take a limited part in a seminar or tutorial.
TSE: Communication generally not effective: task generally performed poorly, ineffective use of compensatory strategies
ILR: Able to satisfy minimum courtesy requirements and maintain very simple face-to-face conversations on familiar topics. A native speaker must often use slowed speech, repetition, paraphrase, or a combination of these to be understood by this individual. Similarly, the native speaker must strain and employ real-world knowledge to understand even simple statements/questions from this individual. This speaker has a functional, but limited proficiency. Misunderstandings are frequent, but the individual is able to ask for help and to verify comprehension of native speech in face-to-face interaction. The individual is unable to produce continuous discourse except with rehearsed material. Examples: Structural accuracy is likely to be random or severely limited. Time concepts are vague. Vocabulary is inaccurate, and its range is very narrow. The individual often speaks with great difficulty. By repeating, such speakers can make themselves understood to native speakers who are in regular contact with foreigners, but there is little precision in the information conveyed. Needs, experience, or training may vary greatly from individual to individual; for example, speakers at this level may have encountered quite different vocabulary areas. However, the individual can typically satisfy predictable, simple, personal, and accommodation needs; can generally meet courtesy, introduction, and identification requirements; exchange greetings; elicit and provide, for example, predictable and skeletal biographical information. He/she might give information about business hours, explain routine procedures in a limited way, and state in a simple manner what actions will be taken. He/she is able to formulate some questions even in languages with complicated question constructions. Almost every utterance may be characterized by structural errors and errors in basic grammatical relations. Vocabulary is extremely limited and characteristically does not include modifiers. Pronunciation, stress, and intonation are generally poor, often heavily influenced by another language. Use of structure and vocabulary is highly imprecise.
Intermediate (ACTFL)
Speakers at the Intermediate-Low level are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target language culture. These topics relate to basic personal information covering, for example, self and family, some daily activities and personal preferences, as well as to some immediate needs, such as ordering food and making simple purchases. At the Intermediate-Low level, speakers are primarily reactive and struggle to answer direct questions or requests for information, but they are also able to ask a few appropriate questions . Intermediate-Low speakers express personal meaning by combining and recombining into short statements what they know and what they hear from their interlocutors. Their utterances are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language but, in spite of frequent misunderstandings that require repetition or rephrasing , Intermediate-Low speakers can generally be understood by sympathetic interlocutors, particularly by those accustomed to dealing with non-natives.
Speakers at the Intermediate-Mid level are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture; these include personal information covering self, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel and lodging. Intermediate-Mid speakers tend to function reactively, for example, by responding to direct questions or requests for information. However, they are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions, prices and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulating time and aspect, and using communicative strategies, such as circumlocution . Intermediate-Mid speakers are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to make utterances of sentence length and some strings of sentences. Their speech may contain pauses, reformulations and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. Because of inaccuracies in their vocabulary and/or pronunciation and/or grammar and/or syntax, misunderstandings can occur, but Intermediate- Mid speakers are generally understood by sympathetic interlocutors accustomed to dealing with non-natives.
Intermediate-High speakers are able to converse with ease and confidence when dealing with most routine tasks and social situations of the Intermediate level. They are able to handle successfully many uncomplicated tasks and social situations requiring an exchange of basic information related to work, school, recreation, particular interests and are a s of competence, though hesitation and errors may be evident. Intermediate-High speakers handle the tasks pertaining to the Advanced level, but they are unable to sustain performance at that level over a variety of topics. With some consistency, speakers at the Intermediate High level narrate and describe in major time frames using connected discourse of paragraph length. However, their performance of these Advanced-level tasks will exhibit one or more features of breakdown, such as the failure to maintain the narration or description semantically or syntactically in the appropriate major time frame, the disintegration of connected discourse, the misuse of cohesive devises, a reduction in breadth and appropriateness of vocabulary, the failure to successfully circumlocute, or a significant amount of hesitation. Intermediate-High speakers can generally be under-stood by native speakers unaccustomed to dealing with non-natives, although the dominant language is still evident (e.g. use of code-switching, false cognates, literal translations, etc.), and gaps in communication may occur.
+ (ILR) Can initiate and maintain predictable face-to-face conversations and satisfy limited social demands. He/she may, however, have little understanding of the social conventions of conversation. The interlocutor is generally required to strain and employ real-world knowledge to understand even some simple speech. The speaker at this level may hesitate and may have to change subjects due to lack of language resources. Range and control of the language are limited. Speech largely consists of a series of short, discrete utterances. Examples: The individual is able to satisfy most travel and accommodation needs and a limited range of social demands beyond exchange of skeletal biographic information. Speaking ability may extend beyond immediate survival needs. Accuracy in basic grammatical relations is evident, although not consistent. May exhibit the more common forms of verb tenses, for example, but may make frequent errors in formation and selection. While some structures are established, errors occur in more complex patterns. The individual typically cannot sustain coherent structures in longer utterances or unfamiliar situations. Ability to describe and give precise information is limited. Person, space, and time references are often used incorrectly. Pronunciation is understandable to natives used to dealing with foreigners. Can combine most significant sounds with reasonable comprehensibility, but has difficulty in producing certain sounds in certain positions or in certain combinations. Speech will usually be labored. Frequently has to repeat utterances to be understood by the general public.
ALTE: In social and travel contexts, users at this level can write short notes and messages and simple personal letters of a narrative or descriptive type, such as "thank-you"' letters and post cards. In the workplace, they can write a short note of request and record a routine order. They can make notes during a meeting for their own purposes, and write a straightforward routine letter, although this will need to be checked by a colleague. If studying, they can write down some information at a lecture, provided extra time is given for this. They can take notes from written sources, though these may well contain inaccuracies. They can write a simple narrative, but not an academic essay.
B-1: Can write simple texts on topics which are familiar or of personal interest. Can write personal letters describing experiences and impressions. Can write very brief reports, which pass on routine factual information and state reasons for actions. Can summarise, report and give opinion about factual information on familiar matters within own field with some confidence. Can write personal letters describing experiences, feelings and events in detail. Can describe basic details of unpredictable occurrences, e.g., an accident. Can describe dreams, hopes and ambitions. Can take messages describing enquiries, problems etc. Can describe the plot of a book or film and describe own reactions. Can briefly give reasons and explanations for opinions, plans and actions.
ILR: Has sufficient control of the writing system to meet limited practical needs. Can create by writing statements and questions on topics very familiar to him/her within the scope of his/her very limited language experience. Writing vocabulary is inadequate to express anything but elementary needs; writes in simple sentences making continual errors in spelling, grammar, and punctuation, but writing can be read and understood by a native reader used to dealing with foreigners attempting to write his/her language. Writing tends to be a loose collection of sentences (or fragments) on a given topic and provides little evidence of conscious organization. While topics which are "very familiar" and elementary needs vary considerably from individual to individual, any person at this level should be able to write simple phone messages, excuses, notes to service people, and simple notes to friends. (800-1000 characters controlled.)
Intermediate (ACTFL)
Writers at the Intermediate-Low level are able to meet some limited practical writing needs. They can create statements and formulate questions based on familiar material. Most sentences are recombinations of learned vocabulary and structures. These are short and simple conversational-style sentences with basic subject-verb-object word order. They are written mostly in present time with occasional and often incorrect use of past or future time. Writing tends to be a few simple sentences, often with repetitive structure. Vocabulary is limited to common objects and routine activities, adequate to express elementary needs. Writing is somewhat mechanistic and topics are limited to highly predictable content areas and personal information tied to limited language experience. There may be basic errors in grammar, word choice, punctuation, spelling, and in the formation and use of non-alphabetic symbols. When Intermediate-Low writers attempt to perform writing task sat the Advanced level, their writing will deteriorate significantly and their message may be left incomplete. Their writing is understood by natives used to the writing of non-natives, although additional effort may be required.
Writers at the Intermediate-Mid level are able to meet a number of practical writing needs. They can write short, simple communications, compositions, descriptions, and requests for information in loosely connected texts that are based on personal preferences, daily routines, common events, and other topics related to personal experiences and immediate surroundings. Most writing is framed in present time, with inconsistent references to other time frames. The writing style closely resembles the grammar and lexicon of oral discourse. Writers at the Intermediate-Mid level show evidence of control of syntax in non-complex sentences and in basic verb forms, and they may demonstrate some ability to use grammatical and stylistic cohesive elements. This writing is best defined as a collection of discrete sentences and/or questions loosely strung together; there is little evidence of deliberate organization. Writers at the Intermediate-Mid level pay only sporadic attention to the reader of their texts; they focus their energies on the production of the writing rather than on the reception the text will receive. When Intermediate-Mid writers attempt Advanced-level writing tasks, the quality and/or quantity of their writing declines and the message may be unclear. Intermediate-Mid writers can be understood readily by natives used to the writing of non-natives.
Writers at the Intermediate-High level are able to meet all practical writing needs such as taking notes on familiar topics, writing uncomplicated letters, simple summaries, and compositions related to work, school experiences, and topics of current and general interest. Intermediate-High writers connect sentences into paragraphs using a limited number of cohesive devices that tend to be repeated, and with some breakdown in one or more features of the Advanced level. They can write simple descriptions and narrations of paragraph length on everyday events and situations in different time frames, although with some inaccuracies and inconsistencies. For example, they may be unsuccessful in their use of paraphrase and elaboration and/or inconsistent in the use of appropriate major time markers, resulting in a loss in clarity. In those languages that use verbal markers to indicate tense and aspect, forms are not consistently accurate. The vocabulary, grammar, and style of Intermediate-High writers essentially correspond to those of the spoken language. The writing of an Intermediate-High writer, even with numerous and perhaps significant errors, is generally comprehensible to natives not used to the writing of non-natives, but gaps in comprehension may occur
+ (ILR) Sufficient control of writing system to meet most survival needs and limited social demands. Can create sentences and short paragraphs related to most survival needs (food, lodging, transportation, immediate surroundings and situations) and limited social demands. Can express fairly accurate present and future time. Can produce some past verb forms but not always accurately or with correct usage. Can relate personal history, discuss topics such as daily life, preferences, and very familiar material. Shows good control of elementary vocabulary and some control of basic syntactic patterns, but major errors still occur when expressing more complex thoughts. Dictionary usage may still yield incorrect vocabulary or forms, although the individual can use a dictionary to advantage to express simple ideas. Generally cannot use basic cohesive elements of discourse to advantage (such as relative constructions, object pronouns, connectors, etc.). Can take notes in some detail on familiar topics, and respond to personal questions using elementary vocabulary and common structures. Can write simple letters, summaries of biographical data and work experience with fair accuracy. Writing, though faulty, is comprehensible to native speakers used to dealing with foreigners.
ALTE: In social and travel contexts, users at this level can cope well enough to take part in a routine conversation on predictable topics to deal with most situations which might arise during a stay in a hotel. They can understand the general outline of a guided tour, the general meaning of a TV broadcast, and a simple phone message, but in each case the topic must be predictable and familiar. In the workplace, users can take a routine order and deal with a predictable request from a visitor, for example, a request for a taxi to be called. They can take part in exchanges of opinions on familiar, predictable matters. If studying, users at this level can understand some parts of a lecture and take a limited part in a seminar or tutorial, but only if allowances are made for the presence of non-native speakers. They can understand instructions on classes or assignments given by a teacher or lecturer.
B-1: Can understand the main points of clear "standard" speech on familiar matters connected with work, school, leisure etc. In TV and radio current-affair programmes or programmes of personal or professional interest, can understand the main points provided the speech is relatively slow and clear. Can guess the meaning of occasional unknown words from the context and understand sentence meaning if the topic discussed is familiar. Can generally follow the main points of extended discussion around him, provided speech is clear and in standard language. Can follow clear speech in everyday conversation, though in a real life situation will sometimes have to ask for repetition of particular words and phrases. Can understand straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech is clear and generally familiar accent is used. Can understand the main points of clear standard speech on familiar matters which occur regularly. Can follow a lecture or a talk within hia own field, provided the subject matter is familiar and the presentation straightforward and clearly organised. Can understand simple technical information, such as operation instructions for everyday equipment. Can understand the information content of the majority of recorded or broadcast audio material about familiar subjects spoken relatively slowly and clearly. Can follow many films in which visuals and action carry much of the storyline, and in which the story is straightforward and the language clear. Can catch the main points in broadcasts on familiar topics and topics of personal interest when the language is relatively slow and clear.
ILR: Sufficient comprehension to understand utterances about basic survival needs and minimum courtesy and travel requirements. In areas of immediate need or on very familiar topics, can understand simple questions and answers, simple statements, and very simple face-to-face conversations in a standard dialect. These must often be delivered more clearly than normal at a rate slower than normal, with frequent repetitions or paraphrase (that is, by a native used to dealing with foreigners). Once learned, these sentences can be varied for similar level vocabulary and grammar and still be understood. In the majority of utterances, misunderstandings arise due to overlooked or misunderstood syntax and other grammatical clues. Comprehension vocabulary inadequate to understand anything but the most elementary needs. Strong interference from the candidate's native language occurs. Little precision in the information understood owing to tentative state of passive grammar and lack of vocabulary. Comprehension areas include basic needs such as: meals, lodging, transportation, time, and simple directions (including both route instructions and orders form customs officials, policemen, etc.). Understands main ideas.
+ (ILR) Sufficient comprehension to understand short conversations about all survival needs and limited social demands. Developing flexibility evident in understanding into a range of circumstances beyond immediate survival needs. Shows spontaneity in understanding by speed, although consistency of understanding uneven. Limited vocabulary range necessitates repetition for understanding. Understands more common time forms and most question forms, some word order patterns, but miscommunication still occurs with more complex patterns. Cannot sustain understanding of coherent structures in longer utterances or in unfamiliar situations. Understanding of descriptions and the giving of precise information is limited. Aware of basic cohesive features; e.g., pronouns, verb inflections, but many are unreliably understood, especially if less immediate in reference. Understanding is largely limited to a series of short, discrete utterances. Still has to ask for utterances to be repeated. Some ability to understand the facts.
ALTE: In social and travel contexts, threshold users can understand most of the language on an ordinary menu, routine letters and forms, adverts and brochures related to hotels or other forms of accommodation. They can understand most labels on everyday medical and food products, and follow simple instructions for use of medicines and cooking instructions found on food packaging. As a general point, they can distinguish between personal and promotional mail from institutions such as banks, and get the general meaning of simple articles in newspapers or leaflets produced by post offices and banks. In the workplace, they can read and act on standard letters which fall within their own work area. If given enough time, they can understand a report on a familiar topic. Instructions and product descriptions are also within the range of understanding at this level, provided that the language is simple and the subject matter predictable. If studying, reading speed for longer texts is likely to be slow. They can understand a graphic presentation of a familiar topic, as long as not much text is involved. They can extract information from a textbook or article if it is presented in simplified form or if they are given plenty of time and they can make use of support materials such as dictionaries.
B-1: Can understand texts that contain everyday or job-related language. Can understand personal letters in which the writer describes events, feelings and wishes. Can understand straightforward texts on subjects related to own fields of interest. Can find and understand general information in everyday material, such as letters, brochures and short official documents. Can search one long or several short texts to locate specific information to help complete a task. Can recognise significant points in straightforward newspaper articles on familiar subjects. Can identify the main conclusions in clearly written argumentative texts. Can recognise the general line of argument in a text but not necessarily in detail. Can understand the description of events, feelings and wishes in personal letters well enough to correspond with a friend or acquaintance. Can understand clearly written straightforward instructions for a piece of equipment.
ILR: Sufficient comprehension to read very simple connected written material in a form equivalent to usual printing or typescript. Can read either representations of familiar formulaic verbal exchanges or simple language containing only the highest frequency structural patterns and vocabulary, including shared international vocabulary items and cognates (when appropriate). Able to read and understand known language elements that have been recombined in new ways to achieve different meanings at a similar level of simplicity. Texts may include simple narratives of routine behavior; highly predictable descriptions of persons, places, or things; and explanations of geography and government such as those simplified for tourists. Some misunderstandings possible on simple texts. Can get some main ideas and locate prominent items of professional significance in more complex texts. Can identify general subject matter in some authentic texts.
+ (ILR) Sufficient comprehension to understand simple discourse in printed form for informative social purposes. Can read material such as announcements of public events, simple prose containing biographical information or narration of events, and straightforward newspaper headlines. Can guess at unfamiliar vocabulary if highly contextualized, but with difficulty in unfamiliar contexts. Can get some main ideas and locate routine information of professional significance in more complex texts. Can follow essential points of written discussion at an elementary level on topics in his/her special professional field. In commonly taught languages, the individual may not control the structure well. For example, basic grammatical relations are often misinterpreted, and temporal reference may rely primarily on lexical items as time indicators. Has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. May have to read materials several times for understanding.