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    B1 UNIT 8 CEFR Checklist

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    Keren

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    © All Rights Reserved
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    B1 UNIT 8 CEFR Checklist

    Uploaded by

    Keren
    19 views1 page

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    B1 UNIT 8 CEFR checklist

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    19 views1 page

    B1 UNIT 8 CEFR Checklist

    Uploaded by

    Keren

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    CEFR Checklist B1 Unit

    KEY
    Circle a score (1–5) for each competence covered 1 = I can do this with a lot of help from my teacher.
    in your Student’s Book. Use the key to help you. 2 = I can do this with a little help.
    Are there any areas where you might need 3 = I can do this fairly well.
    more practice? 4 = I can do this really well.
    5 = I can do this almost perfectly.

    Competence page your score

    Listening
    I can follow clearly articulated speech directed at me in everyday conversation, though I sometimes have
    109 1 2 3 4 5
    to ask for repetition of particular words and phrases.
    I can generally follow the main points of extended discussion around me, provided speech is clearly 101, 104,
    1 2 3 4 5
    articulated in standard dialect. 109
    I can listen to a short narrative and form hypotheses about what will happen next. 109 1 2 3 4 5
    I can understand the main points of radio news bulletins and simpler recorded material on topics of
    101, 102 1 2 3 4 5
    personal interest delivered relatively slowly and clearly.

    Reading
    I can understand the main points in short newspaper articles about current and familiar topics. 100 1 2 3 4 5
    I can guess the meaning of single unknown words from the context thus deducing the meaning of
    97, 108 1 2 3 4 5
    expressions if the topic is familiar.
    I can skim short texts (for example news summaries) and find relevant facts and information (for example
    97, 108 1 2 3 4 5
    who has done what and where).
    I can understand the most important information in short simple information brochures. 102 1 2 3 4 5
    I can understand the plot of a clearly structured article or story and recognise what the most important
    96, 97 1 2 3 4 5
    episodes and events are and what is significant about them.

    Speaking: Spoken Interaction


    I can start, maintain and close simple face-to-face conversation on topics that are familiar or of
    99, 103 1 2 3 4 5
    personal interest.
    I can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say
    101 1 2 3 4 5
    exactly what I would like to.
    96, 101,
    I can express and respond to feelings such as surprise, happiness, sadness, interest and indifference. 1 2 3 4 5
    105
    I can give or seek personal views and opinions in an informal discussion with friends. 99, 104 1 2 3 4 5
    I can agree and disagree politely. 104 1 2 3 4 5
    Speaking: Spoken Production
    I can narrate a story. 96 1 2 3 4 5
    I can give detailed accounts of experiences, describing feelings and reactions. 104 1 2 3 4 5
    I can paraphrase short written passages orally in a simple fashion, using the original text wording
    104 1 2 3 4 5
    and ordering.

    Vocabulary: Language Quality


    I can keep a conversation going comprehensibly, but have to pause to plan and correct what I am
    104 1 2 3 4 5
    saying – especially when I talk freely for longer periods.
    I can convey simple information of immediate relevance, getting across which point I feel is most important. 105 1 2 3 4 5
    I have a sufficient vocabulary to express myself with some circumlocutions on most topics pertinent to
    96, 101 1 2 3 4 5
    my everyday life such as family, interests, work, travel, and current events.
    96, 100,
    I can express myself reasonably accurately in familiar, predictable situations. 1 2 3 4 5
    104

    Writing
    I can write simple connected texts on a range of topics within my field of interest and can express
    105 1 2 3 4 5
    personal views and opinions.
    I can write simple texts about experiences or events, for example about a trip, for a school newspaper
    101 1 2 3 4 5
    or a club newsletter.
    I can reply in written form to advertisements and ask for more complete or more specific information
    108 1 2 3 4 5
    about products (for example a car or an academic course).
    I can convey – via fax, e-mail or a circular – short simple factual information to friends or colleagues or
    105 1 2 3 4 5
    ask for information in such a way.

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