06/11/2015 03:40:29

Hi guys! I put all this info together just in case you are not sure about the English Language Standard Levels.
I Hope you find it useful and clarifying.

CEF Levels

The Common European Framework of Reference for Languages (CEFR) plays a central role in language and education policy worldwide. It has growing relevance for language testers and examination boards, helping to define language proficiency levels and interpret language qualifications.

The CEFR describes language ability on a scale of levels from A1 for beginners up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing (learners, teachers, teacher trainers, etc.) to see the level of different qualifications. It also means that employers and educational institutions can easily compare qualifications and see how they relate to exams they already know in their own country.

See a larger version of the CEFR diagram here 

There are six levels: A1, A2, B1, B2, C1, C2.

Council of Europe levels




The capacity to deal with material which is academic or cognitively demanding, and to use language to good effect at a level of performance which may in certain respects be more advanced than that of an average native speaker.
Example: CAN scan texts for relevant information, and grasp main topic of text, reading almost as quickly as a native speaker.


Effective Operational Proficiency

The ability to communicate with the emphasis on how well it is done, in terms of appropriacy, sensitivity and the capacity to deal with unfamiliar topics.
Example: CAN deal with hostile questioning confidently. CAN get and hold onto his/her turn to speak.



The capacity to achieve most goals and express oneself on a range of topics.
Example: CAN show visitors around and give a detailed description of a place.



The ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information.
Example: CAN ask to open an account at a bank, provided that the procedure is straightforward.



An ability to deal with simple, straightforward information and begin to express oneself in familiar contexts.
Example: CAN take part in a routine conversation on simple predictable topics.



A basic ability to communicate and exchange information in a simple way.
Example: CAN ask simple questions about a menu and understand simple answers.

Comparison of CEF levels and scores for the various exams

The following gives an approximate comparison between the different exams. The exams all use the Common European Framework (CEF) proficiency levels.


Cambridge English Key (KET)

PTE General Level 1

PTE Academic 30-42

Cambridge English Preliminary (PET)

BEC Prelim

IELTS 4-4.5

TOEFL iBT 57-86


PTE General Level 2

PTE Academic 43-58

Trinity ISE I


Cambridge English First (FCE)

BEC Vantage

IELTS 5-6.5

TOEFL iBT 87-109

Michigan ECCE

PTE General Level 3

PTE Academic 59-75

Trinity ISE II

Cambridge English Advanced (CAE)

BEC Higher


TOEFL iBT 110-120


PTE General Level 4

PTE Academic 76-84


Cambridge English Proficiency (CPE)

IELTS 8.5-9

Michigan ECPE

PTE General Level 5

PTE Academic 85+

Grammar to study at each CEF level

The table below shows you the grammar areas that you should be studying at each of the CEF levels:

Adjectives: common and demonstrative
Adverbs of frequency
Comparatives and superlatives
Going to
How much/how many and very
common uncountable nouns
I’d like
Imperatives (+/-)
Intensifiers - very basic
Modals: can/can’t/could/couldn’t
Past simple of “to be”
Past Simple
Possessive adjectives
Possessive s
Prepositions, common
Prepositions of place
Prepositions of time, including in/on/at
Present continuous
Present simple
Pronouns: simple, personal
There is/are
To be, including question+negatives
Verb + ing: like/hate/love 

Adjectives – comparative, – use of than and definite article 

Adjectives – superlative – use of definite article

Adverbial phrases of time, place and frequency – including word order

Adverbs of frequency

Articles – with countable and uncountable nouns

Countables and Uncountables: much/many

Future Time (will and going to)


Going to


Modals – can/could

Modals – have to

Modals – should

Past continuous

Past simple

Phrasal verbs – common

Possessives – use of ‘s, s’

Prepositional phrases (place, time and movement)

Prepositions of time: on/in/at

Present continuous

Present continuous for future

Present perfect


Verb + ing/infinitive: like/want-would like

Wh-questions in past

Zero and 1st conditional

Broader range of intensifiers such
as too, enough
Comparatives and superlatives
Complex question tags
Conditionals, 2nd and 3rd
Connecting words expressing
cause and effect, contrast etc.
Future continuous
Modals - must/can’t deduction
Modals – might, may, will, probably
Modals – should have/might have/etc
Modals: must/have to
Past continuous
Past perfect
Past simple
Past tense responses
Phrasal verbs, extended
Present perfect continuous
Present perfect/past simple
Reported speech (range of tenses)
Simple passive
Wh- questions in the past
Will and going to, for prediction
Adjectives and adverbs
Future continuous
Future perfect
Future perfect continuous
Mixed conditionals
Modals – can’t have, needn’t have
Modals of deduction and speculation
Narrative tenses
Past perfect
Past perfect continuous
Phrasal verbs, extended
Relative clauses
Reported speech
Will and going to, for prediction
Would expressing habits, in the past 

Futures (revision)
Inversion with negative adverbials
Mixed conditionals in past, present and future
Modals in the past
Narrative tenses for experience,
incl. passive
Passive forms, all
Phrasal verbs, especially splitting
Wish/if only regrets

That´s all folks! :)

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