Introduction New CEFR descriptors

Pluricultural The scale Building on pluricultural repertoire describes the use of pluricultural competences in a communicative situation. Thus, it is skills rather than knowledge or attitudes that are the focus. The scale shows a high degree of coherence with the existing CEFR scale Sociolinguistic appropriateness, although it was developed independently.

Plurilingual The level of each descriptor in the scale Building on plurilingual repertoire is the functional level of the weaker language in the combination. Users may wish to indicate explicitly which languages are involved.

Specification of languages involved

It is recommended that, as part of the adaptation of the descriptors for practical use in a particular context, the relevant languages should be specified in relation to:

- Cross-linguistic mediation (particularly scales for Mediating a text)

- Plurilingual comprehension

- Building on plurilingual repertoire.

Literature There are three new scales relevant to creative text and literature:

- Reading as a leisure activity (the purely receptive process; descriptors taken from other sets of CEFR-based descriptors)

- Expressing a personal response to creative texts (less intellectual, lower levels)

- Analysis and criticism of creative texts (more intellectual, higher levels)

Online There are two new scales for the following categories:

- Online conversation and discussion

- Goal-oriented online transactions and collaboration

Both these scales concern the multimodal activity typical of web use, including just checking or exchanging responses, spoken interaction and longer production in live link-ups, using chat (written spoken language), longer blogging or written contributions to discussion, and embedding other media.

Other new descriptor scales

New scales are provided for the following categories that were missing in the 2001 set, with descriptors taken from other sets of CEFR-based descriptors:

- Using telecommunications

- Giving information

New descriptors are calibrated to the CEFR levels

Sign language

The new descriptor scales have been formally validated and calibrated to the mathematical scale from the original research that underlies the CEFR levels and descriptor scales.

Where variants of CEFR descriptor scales have been adapted for sign languages in the ProSign Project, this is indicated in the top right-hand corner of the scale with the logo. In addition, seven scales specifically for signing competence are included in this Volume on the basis of research conducted in Switzerland.

Parallel project:

Young learners Two collations of descriptors for young learners from ELPs are provided: for the 7–10 and 11–15 age groups respectively. At the moment, no young learner descriptors have been related to descriptors on the new scales, but the relevance for young learners is indicated.

© Council of Europe www.coe.int/lang-cefr

Cambridge Qualifications: B1 Preliminary for Schools – Exam Updates 2020

Teachers will find a mock B1 level test at the end of the Teacher’s Book.

B1 Preliminary for Schools is an intermediate level qualification in practical everyday English language skills. It follows on as a progression from A2 Key and it can help give learners confidence to go on and study for taking higher level Cambridge English Qualifications such as B2 First. It is aimed at school students who want to show they can:

• read simple textbooks and articles in English

• respond to emails on everyday subjects

• understand factual information

• show awareness of opinions and mood in spoken and written English.

The B1 Preliminary for Schools certificate is recognised around the world as proof of intermediate level English skills for industrial, administrative and service-based employment. It is also accepted by a wide range of educational institutions for study purposes.

Exam format in detail

The updated exam is made up of four papers developed to test students’ English skills. You can see exactly what’s in each paper below.

you can read and understand the main points from signs, newspapers and magazines.

Shows you can write a variety of text types, with a focus on organisation, structure and accuracy of language to clearly communicate your message.

you can follow and understand a range of spoken materials including announcements and discussions about everyday life.

how good your spoken English is as you take part in conversation by asking/answering questions and talking, for example, about your likes and dislikes. Your Speaking test will be conducted face to face with one or two other candidates and two examiners. This makes your test more realistic and more reliable.

Candidates show ability to use general interactional and social language, responding to questions, and giving personal or factual information.

Describing photographs and managing discourse, using appropriate vocabulary in a longer individual turn.

Using functional language to make and respond to suggestions, discuss alternatives, make recommendations and negotiate agreement, based on picture prompts.

Talking about likes/dislikes, preferences, habits, opinions and agreeing/disagreeing. Part 4 is now linked to the collaborative task.

Common European Framework of Reference (CEFR) – Can Do statements for B1 level

What can students do when they reach level B1 of the Common European Framework of Reference (CEFR)? These statements will give you an idea.

Ability Reading and Writing Listening and Speaking

Overall general ability Students can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.

Students can produce simple connected text on topics which are familiar or of personal interest.

Students can interact with English speakers on familiar topics.

Students can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Social and tourist

Students can create simple texts on topics of personal interest.

Students can deal with most travel situations in areas where the language is spoken.

Study Students can create simple connected text on topics which are familiar or of personal interest.

Students can write personal letters describing experiences and impressions.

Students can talk about relationships and dating, including meeting people through social media.

Students can talk about their favorite music and music trends and plan a night out to listen to live music.

Students can go to a restaurant, order food, engage in polite dinner conversation and pay for their food.

Students can narrate a story or relate the plot of a book or film and describe their reactions.

Students can describe their education and their plans for future training.