The Common European Framework and New Inside Out
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The Common European
Framework and New Inside Out
The Common European Framework for language learning
Introduction New Inside Out CEF checklists
The Common European Framework (CEF) is a widely New Inside Out Advanced is appropriate for students
used standard created by the Council of Europe.1 In the who can already communicate quite confidently in
classroom, familiarity with the CEF can be of great help English in a good range of situations. They now need
to any teacher in identifying students’ actual progress to focus on using language in a flexible and idiomatic
and helping them to set their learning priorities. way. They’re learning to express their thoughts and
intentions with precision, to use language skilfully to
Students can use the descriptors (description of
achieve exactly what they want to, and to build up their
competences) at any point to get a detailed, articulated,
repertoire of expressions for specific situations. At this
and personal picture of their own individual progress.
level autonomous study is very important, and students’
This is important, as no two language learners progress
success will depend greatly on the extent to which they
in the same way, and consequently it’s always rather
read and speak English outside the classroom. By the
artificial to apply a ‘framework level’ to a class as a whole,
time committed and enthusiastic students complete New
or to a course or coursebook.
Inside Out Advanced, however, they will be confident
The European Language Portfolio is another Council with most of the abilities described at the C1 level.
of Europe project, designed to give every learner a
In order to help students and teachers assess progress,
structure for keeping a record of their language learning
we have provided a list of C1 descriptors that may
experiences and their progress as described in the CEF.
usefully be focused on whilst studying each of the units
Up-to-date information about developments with the CEF
in New Inside Out Advanced. A reasonable ability with
and Portfolio can be found on www.coe.int/portfolio.
the B2 descriptors is presupposed at the start of the
The Swiss-based Eurocentres Foundation played a book. Students who have reached this level are often
major role in the development of the levels and the unclear about what their next priorities should be,
descriptors for the CEF and the prototype Portfolio. and about exactly what they now need to work on in
The CEF descriptors, developed in a Swiss National order to improve their English. A familiarity with the
Research Foundation project, were presented in clearer, C1 descriptors can help students to set concrete goals
simpler, self-assessment form in the prototype (Swiss) and to approach their studies with the kind of attitude
Portfolio. There are now dozens of different national that will allow them to be successful. Every student
versions of the Portfolio for different educational sectors, learns differently, and at this level useful progress can
but the only version for adults is that developed from really only be made towards personal objectives, so it
the Swiss version by EAQUALS (European Association is important the teacher supports students in taking
for Quality Language Services) in collaboration with responsibility for the process.
ALTE.2 The descriptors used in this guide are taken from
The level of ability suggested in a particular unit for a
the EAQUALS/ALTE Portfolio. An electronic version
particular descriptor is given only as a guide, based on
that can be completed on-line can be downloaded in
classroom experience, of what kind of progress it might
English or French from www.eelp.org. The EAQUALS/
be reasonable to expect to see from a ‘typical’ student.
ALTE portfolio descriptors have been used in this guide,
At this level of language learning, of course, there can be
as they’re more concrete and practical than the original
no such students, so variations from the levels indicated
CEFR descriptors.
should not be taken as a sign that students are really
1 Schneider, Günther, & North, Brian (2000): “Fremdsprachen doing either better or worse than an established norm.
können – was heisst das?” Zürich, Rüegger
North, Brian (2000): “The Development of a Common Framework In teaching a class of students at this level, meanwhile,
Scale of Language Proficiency”, New York, Peter Lang it is necessary to choose materials that are likely to be
of benefit to as many of the students as possible. The
2 EAQUALS is a pan-European language school accreditation
body with over 100 full members. ALTE is an association coursebook provides a framework for this purpose,
dedicated to raising standards in language testing and and the descriptors for each unit can help the teacher to
encompasses the major European examination providers. supplement the coursebook material constructively.
Eurocentres provides high quality language teaching in
countries where the language concerned is spoken. EAQUALS,
ALTE and Eurocentres are the three NGOS advisers for
language learning to the Council of Europe and all three
implement the CEFR.
xxxvi C E FCEF Student checklists
Unit 1
Complete the checklist.
1 = I can do this with a lot of help from my teacher
2 = I can do this with a little help
3 = I can do this fairly well
4 = I can do this really well
5 = I can do this almost perfectly
Competences Page Your score
I can follow extended speech even when it is not 5, 10 1 2 3 4 5
clearly structured and when relationships are only
implied and not signalled explicitly.
I can use language flexibly and effectively for social 4, 5, 8, 12 1 2 3 4 5
purposes, including emotional, allusive and joking
usage.
I can express my ideas and opinions clearly and 5, 10 1 2 3 4 5
precisely, and can present and respond to complex
lines of reasoning convincingly.
I can orally summarise long, demanding texts. 6 1 2 3 4 5
I can consistently maintain a high degree of 9, 11 1 2 3 4 5
grammatical accuracy; errors are rare and difficult
to spot.
✁
Unit 2
Complete the checklist.
1 = I can do this with a lot of help from my teacher
2 = I can do this with a little help
3 = I can do this fairly well
4 = I can do this really well
5 = I can do this almost perfectly
Competences Page Your score
I can understand a wide range of idiomatic 14, 20 1 2 3 4 5
expressions and colloquialisms, appreciating shifts
in style and register.
I can give clear, detailed descriptions of complex 16, 17 1 2 3 4 5
subjects.
I can give an extended description or account of 18, 19 1 2 3 4 5
something, integrating themes, developing particular
points and concluding appropriately.
I can express myself in writing on a wide range of 19 1 2 3 4 5
general or professional topics in a clear and
user-friendly manner.
I can present points of view in a comment on a topic 23 1 2 3 4 5
or an event, underlining the main ideas and
supporting my reasoning with detailed examples.
New Inside Out Advanced Teacher’s Book © Macmillan Publishers Limited 2010 CEF: PHOTOCOPIABLE xxxviiUnit 3
Complete the checklist.
1 = I can do this with a lot of help from my teacher
2 = I can do this with a little help
3 = I can do this fairly well
4 = I can do this really well
5 = I can do this almost perfectly
Competences Page Your score
I can use language fluently, accurately and effectively 26, 27, 29, 1 2 3 4 5
on a wide range of general, professional or academic 32
topics.
I can produce clear, smoothly-flowing, well-structured 30 1 2 3 4 5
speech, showing control over ways of developing
what I want to say in order to link both my ideas and
my expression of them into coherent text.
I have a good command of a broad vocabulary 27, 33 1 2 3 4 5
allowing gaps to be readily overcome with
circumlocutions; I rarely have to search obviously for
expressions or compromise on saying exactly what I
want to.
I can present a complex topic in a clear and 25 1 2 3 4 5
well-structured way, highlighting the most
important points, for example in a composition
or a report.
I can select a style appropriate to the reader in mind. 28 1 2 3 4 5
✁
Unit 4
Complete the checklist.
1 = I can do this with a lot of help from my teacher
2 = I can do this with a little help
3 = I can do this fairly well
4 = I can do this really well
5 = I can do this almost perfectly
Competences Page Your score
I can understand fairly long demanding texts and 36 1 2 3 4 5
summarise them orally.
I can go beyond the concrete plot of a narrative and 36, 39 1 2 3 4 5
grasp implicit meanings, ideas and connections.
I can use language flexibly and effectively for social 40, 43, 1 2 3 4 5
purposes, including emotional, allusive and joking 44
usage.
I can substitute an equivalent term for a word I can’t 41 1 2 3 4 5
recall without distracting the listener.
I can give a detailed description of experiences, 45 1 2 3 4 5
feelings and events in a personal letter.
xxxviii CEF: PHOTOCOPIABLE New Inside Out Advanced Teacher’s Book © Macmillan Publishers Limited 2010Unit 5
Complete the checklist.
1 = I can do this with a lot of help from my teacher
2 = I can do this with a little help
3 = I can do this fairly well
4 = I can do this really well
5 = I can do this almost perfectly
Competences Page Your score
I can read complex reports, analyses and 48, 52 1 2 3 4 5
commentaries where opinions, viewpoints and
connections are discussed.
I can give an extended description or account of 51 1 2 3 4 5
something, integrating themes, developing particular
points and concluding appropriately.
I can relate my own contribution skilfully to those of 54 1 2 3 4 5
other speakers.
I have a good command of a broad vocabulary 46, 48, 51 1 2 3 4 5
allowing gaps to be readily overcome with
circumlocutions; I rarely have to search obviously
for expressions or compromise on saying exactly
what I want to.
I can consistently maintain a high degree of 47, 53 1 2 3 4 5
grammatical accuracy; errors are rare and difficult
to spot.
✁
Unit 6
Complete the checklist.
1 = I can do this with a lot of help from my teacher
2 = I can do this with a little help
3 = I can do this fairly well
4 = I can do this really well
5 = I can do this almost perfectly
Competences Page Your score
I can follow extended speech even when it is not 56, 60 1 2 3 4 5
clearly structured and when relationships are only
implied and not signalled explicitly.
I can extract information, ideas and opinions from 57, 58 1 2 3 4 5
highly specialised texts in my own field, for example
research reports.
I can understand long complex instructions, for 57 1 2 3 4 5
example for the use of a new piece of equipment,
even if these are not related to my job or field of
interest, provided I have enough time to reread them.
I can read contemporary literary texts with ease. 61 1 2 3 4 5
I can read any correspondence with occasional use of 65 1 2 3 4 5
a dictionary.
New Inside Out Advanced Teacher’s Book © Macmillan Publishers Limited 2010 CEF: PHOTOCOPIABLE xxxixUnit 7
Complete the checklist.
1 = I can do this with a lot of help from my teacher
2 = I can do this with a little help
3 = I can do this fairly well
4 = I can do this really well
5 = I can do this almost perfectly
Competences Page Your score
I can understand complex technical information, 70 1 2 3 4 5
such as operating instructions, specifications for
familiar products and services.
I can understand fairly long demanding texts and 72 1 2 3 4 5
summarise them orally.
I can use language flexibly and effectively for social 76 1 2 3 4 5
purposes, including emotional, allusive and joking
usage.
I can give a clearly developed presentation on a 75 1 2 3 4 5
subject in my fields of personal or professional
interest, departing when necessary from the prepared
text and following up spontaneously points raised
by members of the audience.
I have a good command of a broad vocabulary 70, 72, 77 1 2 3 4 5
allowing gaps to be readily overcome with
circumlocutions; I rarely have to search obviously for
expressions or compromise on saying exactly what
I want to.
✁
Unit 8
Complete the checklist.
1 = I can do this with a lot of help from my teacher
2 = I can do this with a little help
3 = I can do this fairly well
4 = I can do this really well
5 = I can do this almost perfectly
Competences Page Your score
I can understand lectures, talks and reports in my 79, 80 1 2 3 4 5
field of professional or academic interest even when
they are propositionally and linguistically complex.
I can express my ideas and opinions clearly and 80, 81, 83 1 2 3 4 5
precisely, and can present and respond to complex
lines of reasoning convincingly.
I can use fluently a variety of appropriate expressions 86 1 2 3 4 5
to preface my remarks in order to get the floor, or to
gain time and keep the floor while thinking.
I can produce clear, smoothly-flowing, well-structured 81 1 2 3 4 5
speech, showing control over ways of developing
what I want to say in order to link both my ideas and
my expression of them into coherent text.
I can write texts which show a high degree of 87 1 2 3 4 5
grammatical correctness and vary my vocabulary
and style according to the addressee, the kind of text
and the topic.
xl CEF: PHOTOCOPIABLE New Inside Out Advanced Teacher’s Book © Macmillan Publishers Limited 2010Unit 9
Complete the checklist.
1 = I can do this with a lot of help from my teacher
2 = I can do this with a little help
3 = I can do this fairly well
4 = I can do this really well
5 = I can do this almost perfectly
Competences Page Your score
I can read contemporary literary texts with ease. 95 1 2 3 4 5
I can use language flexibly and effectively for social 88, 89 1 2 3 4 5
purposes, including emotional, allusive and joking
usage.
I can give an extended description or account of 92 1 2 3 4 5
something, integrating themes, developing particular
points and concluding appropriately.
I can relate my own contribution skilfully to those of 96 1 2 3 4 5
other speakers.
I can produce clear, smoothly-flowing, well-structured 91, 92 1 2 3 4 5
speech, showing control over ways of developing
what I want to say in order to link both my ideas and
my expression of them into coherent text.
✁
Unit 10
Complete the checklist.
1 = I can do this with a lot of help from my teacher
2 = I can do this with a little help
3 = I can do this fairly well
4 = I can do this really well
5 = I can do this almost perfectly
Competences Page Your score
I can understand a wide range of idiomatic 101, 104, 1 2 3 4 5
expressions and colloquialisms, appreciating shifts in 105, 106
style and register.
I can extract information, ideas and opinions from 100, 106 1 2 3 4 5
highly specialised texts in my own field, for example
research reports.
I can express myself fluently and spontaneously, 104, 105 1 2 3 4 5
almost effortlessly. Only a conceptually difficult
subject can hinder a natural, smooth flow of language.
I can consistently maintain a high degree of 103, 107 1 2 3 4 5
grammatical accuracy; errors are rare and difficult
to spot.
I can present a complex topic in a clear and 109 1 2 3 4 5
well-structured way, highlighting the most important
points, for example in a composition or a report.
New Inside Out Advanced Teacher’s Book © Macmillan Publishers Limited 2010 CEF: PHOTOCOPIABLE xliUnit 11
Complete the checklist.
1 = I can do this with a lot of help from my teacher
2 = I can do this with a little help
3 = I can do this fairly well
4 = I can do this really well
5 = I can do this almost perfectly
Competences Page Your score
I can without too much effort understand films 111 1 2 3 4 5
which contain a considerable degree of slang and
idiomatic usage.
I can keep up with an animated conversation between 110 1 2 3 4 5
native speakers.
I can express my ideas and opinions clearly and 117 1 2 3 4 5
precisely, and can present and respond to complex
lines of reasoning convincingly.
I can relate my own contribution skilfully to those of 116 1 2 3 4 5
other speakers.
I can write texts which show a high degree of 114 1 2 3 4 5
grammatical correctness and vary my vocabulary and
style according to the addressee, the kind of text and
the topic.
✁
Unit 12
Complete the checklist.
1 = I can do this with a lot of help from my teacher
2 = I can do this with a little help
3 = I can do this fairly well
4 = I can do this really well
5 = I can do this almost perfectly
Competences Page Your score
I can extract specific information from even poor quality, 118 1 2 3 4 5
audibly distorted public announcements, e.g. in a station,
sports stadium etc.
I can write texts which show a high degree of grammatical 120 1 2 3 4 5
correctness and vary my vocabulary and style according
to the addressee, the kind of text and the topic.
I can use language fluently, accurately and effectively on 120, 122 1 2 3 4 5
a wide range of general, professional or academic topics.
I have a good command of a broad vocabulary allowing 121, 123 1 2 3 4 5
gaps to be readily overcome with circumlocutions; I rarely
have to search obviously for expressions or compromise
on saying exactly what I want to.
I can write formally correct letters, for example to 125 1 2 3 4 5
complain or to take a stand in favour of or against
something.
xlii CEF: PHOTOCOPIABLE New Inside Out Advanced Teacher’s Book © Macmillan Publishers Limited 2010CEF Student checklists: Answer key
Unit 1 Unit 5
Competences Page Your score Competences Page Your score
I can follow extended speech even when it is not 5, 10 1 2 3 4 5 I can read complex reports, analyses and 48, 52 1 2 3 4 5
clearly structured and when relationships are only commentaries where opinions, viewpoints and
implied and not signalled explicitly. connections are discussed.
I can use language flexibly and effectively for social 4, 5, 8, 12 1 2 3 4 5 I can give an extended description or account of 51 1 2 3 4 5
purposes, including emotional, allusive and joking something, integrating themes, developing particular
usage. points and concluding appropriately.
I can express my ideas and opinions clearly and 5, 10 1 2 3 4 5 I can relate my own contribution skilfully to those of 54 1 2 3 4 5
precisely, and can present and respond to complex other speakers.
lines of reasoning convincingly.
I have a good command of a broad vocabulary 46, 48, 51 1 2 3 4 5
I can orally summarise long, demanding texts. 6 1 2 3 4 5 allowing gaps to be readily overcome with
circumlocutions; I rarely have to search obviously
I can consistently maintain a high degree of 9, 11 1 2 3 4 5
for expressions or compromise on saying exactly
grammatical accuracy; errors are rare and difficult to
what I want to.
spot.
I can consistently maintain a high degree of 47, 53 1 2 3 4 5
grammatical accuracy; errors are rare and difficult to
spot.
Unit 2
Competences Page Your score Unit 6
I can understand a wide range of idiomatic 14, 20 1 2 3 4 5
expressions and colloquialisms, appreciating shifts Competences Page Your score
in style and register. I can follow extended speech even when it is not 56, 60 1 2 3 4 5
I can give clear, detailed descriptions of complex 16, 17 1 2 3 4 5 clearly structured and when relationships are only
subjects. implied and not signalled explicitly.
I can give an extended description or account of 18, 19 1 2 3 4 5 I can extract information, ideas and opinions from 57, 58 1 2 3 4 5
something, integrating themes, developing particular highly specialised texts in my own field, for example
points and concluding appropriately. research reports.
I can express myself in writing on a wide range of 19 1 2 3 4 5 I can understand long complex instructions, for 57 1 2 3 4 5
general or professional topics in a clear and example for the use of a new piece of equipment,
user-friendly manner. even if these are not related to my job or field of
interest, provided I have enough time to reread them.
I can present points of view in a comment on a topic 23 1 2 3 4 5
or an event, underlining the main ideas and I can read contemporary literary texts with ease. 61 1 2 3 4 5
supporting my reasoning with detailed examples.
I can read any correspondence with occasional use of 65 1 2 3 4 5
a dictionary.
Unit 3
Competences Page Your score Unit 7
I can use language fluently, accurately and effectively 26, 27, 29, 1 2 3 4 5 Competences Page Your score
on a wide range of general, professional or academic 32
topics. I can understand complex technical information, 70 1 2 3 4 5
such as operating instructions, specifications for
I can produce clear, smoothly-flowing, well-structured 30 1 2 3 4 5 familiar products and services.
speech, showing control over ways of developing
what I want to say in order to link both my ideas and I can understand fairly long demanding texts and 72 1 2 3 4 5
my expression of them into coherent text. summarise them orally.
I have a good command of a broad vocabulary 27, 33 1 2 3 4 5 I can use language flexibly and effectively for social 76 1 2 3 4 5
allowing gaps to be readily overcome with purposes, including emotional, allusive and joking
circumlocutions; I rarely have to search obviously usage.
for expressions or compromise on saying exactly I can give a clearly developed presentation on a 75 1 2 3 4 5
what I want to. subject in my fields of personal or professional
I can present a complex topic in a clear and 25 1 2 3 4 5 interest, departing when necessary from the prepared
well-structured way, highlighting the most important text and following up spontaneously points raised
points, for example in a composition or a report. by members of the audience.
I can select a style appropriate to the reader in mind. 28 1 2 3 4 5 I have a good command of a broad vocabulary 70, 72, 77 1 2 3 4 5
allowing gaps to be readily overcome with
circumlocutions; I rarely have to search obviously
for expressions or compromise on saying exactly
Unit 4 what I want to.
Competences Page Your score
I can understand fairly long demanding texts and
summarise them orally.
36 1 2 3 4 5
Unit 8
I can go beyond the concrete plot of a narrative and 36, 39 1 2 3 4 5 Competences Page Your score
grasp implicit meanings, ideas and connections. I can understand lectures, talks and reports in my 79, 80 1 2 3 4 5
I can use language flexibly and effectively for social 40, 43, 1 2 3 4 5 field of professional or academic interest even when
purposes, including emotional, allusive and joking 44 they are propositionally and linguistically complex.
usage. I can express my ideas and opinions clearly and 80, 81, 83 1 2 3 4 5
precisely, and can present and respond to complex
I can substitute an equivalent term for a word I can’t 41 1 2 3 4 5
lines of reasoning convincingly.
recall without distracting the listener.
I can use fluently a variety of appropriate expressions 86 1 2 3 4 5
I can give a detailed description of experiences, 45 1 2 3 4 5
to preface my remarks in order to get the floor, or to
feelings and events in a personal letter.
gain time and keep the floor while thinking.
I can produce clear, smoothly-flowing, well-structured 81 1 2 3 4 5
speech, showing control over ways of developing
what I want to say in order to link both my ideas and
my expression of them into coherent text.
I can write texts which show a high degree of 87 1 2 3 4 5
grammatical correctness and vary my vocabulary
and style according to the addressee, the kind of text
and the topic.
New Inside Out Advanced Teacher’s Book © Macmillan Publishers Limited 2010 CEF: PHOTOCOPIABLE xliiiUnit 9 Unit 11
Competences Page Your score Competences Page Your score
I can read contemporary literary texts with ease. 95 1 2 3 4 5 I can without too much effort understand films 111 1 2 3 4 5
which contain a considerable degree of slang and
I can use language flexibly and effectively for social 88, 89 1 2 3 4 5
idiomatic usage.
purposes, including emotional, allusive and joking
usage. I can keep up with an animated conversation between 110 1 2 3 4 5
native speakers.
I can give an extended description or account of 92 1 2 3 4 5
something, integrating themes, developing particular I can express my ideas and opinions clearly and 117 1 2 3 4 5
points and concluding appropriately. precisely, and can present and respond to complex
lines of reasoning convincingly.
I can relate my own contribution skilfully to those of 96 1 2 3 4 5
other speakers. I can relate my own contribution skilfully to those 116 1 2 3 4 5
of other speakers.
I can produce clear, smoothly-flowing, well-structured 91, 92 1 2 3 4 5
speech, showing control over ways of developing I can write texts which show a high degree of 114 1 2 3 4 5
what I want to say in order to link both my ideas and grammatical correctness and vary my vocabulary
my expression of them into coherent text. and style according to the addressee, the kind of text
and the topic.
Unit 10
Competences Page Your score
Unit 12
Competences Page Your score
I can understand a wide range of idiomatic 101, 104, 1 2 3 4 5
expressions and colloquialisms, appreciating shifts 105, 106 I can extract specific information from even poor 118 1 2 3 4 5
in style and register. quality, audibly distorted public announcements,
e.g. in a station, sports stadium etc.
I can extract information, ideas and opinions from 100, 106 1 2 3 4 5
highly specialised texts in my own field, for example I can write texts which show a high degree of 120 1 2 3 4 5
research reports. grammatical correctness and vary my vocabulary
and style according to the addressee, the kind of text
I can express myself fluently and spontaneously, 104, 105 1 2 3 4 5
and the topic.
almost effortlessly. Only a conceptually difficult
subject can hinder a natural, smooth flow of language. I can use language fluently, accurately and effectively 120, 122 1 2 3 4 5
on a wide range of general, professional or academic
I can consistently maintain a high degree of 103, 107 1 2 3 4 5
topics.
grammatical accuracy; errors are rare and difficult to
spot. I have a good command of a broad vocabulary 121, 123 1 2 3 4 5
allowing gaps to be readily overcome with
I can present a complex topic in a clear and 109 1 2 3 4 5
circumlocutions; I rarely have to search obviously
well-structured way, highlighting the most important
for expressions or compromise on saying exactly
points, for example in a composition or a report.
what I want to.
I can write formally correct letters, for example to 125 1 2 3 4 5
complain or to take a stand in favour of or against
something.
xliv CEF: PHOTOCOPIABLE New Inside Out Advanced Teacher’s Book © Macmillan Publishers Limited 2010You can also read
