Action verbs by mode
| Mode | Lower levels (A1-A2) | Middle (B1-B2) | Higher (C1-C2) |
|---|---|---|---|
| Reading | recognise, find, understand (short, simple), pick out | understand the main points, follow, scan for, identify the writer's view | understand implicit meaning, appreciate style, evaluate, critically read |
| Listening | understand (slow, clear), follow (simple instructions), catch | follow the main points, understand details, identify speakers' attitudes | follow extended speech, understand implicit attitudes, follow lectures |
| Speaking (production) | say, describe (simply), introduce, give (basic information) | describe, narrate, explain, give reasons, present, summarise | develop an argument, elaborate, present complex topics, adapt |
| Writing (production) | write (notes, postcards), fill in (forms), copy, list | write (emails, stories, reports, reviews), describe, explain, give reasons | write (essays, reports), argue, synthesise, adapt register |
| Interaction | ask and answer, greet, order, buy, make simple arrangements | take part in, discuss, exchange, negotiate, deal with (situations), check and confirm | debate, persuade, handle (complaints, conflict), steer a discussion |
| Mediation | point out, pass on (simple information), say what a sign says | relay, explain, summarise for, paraphrase, facilitate | interpret, mediate in disagreements, adapt a text for an audience, lead group work |
Conditions and qualities by level
| Level | Typical conditions |
|---|---|
| A1 | if people speak slowly and clearly; with help; using single words and short phrases; with pictures; familiar names, words |
| A2 | in simple, routine exchanges; using simple sentences linked with and, but, because; about familiar matters; with some help |
| B1 | on familiar topics; with some hesitation; in straightforward connected text; in most situations while travelling |
| B2 | with a degree of fluency and spontaneity; in detail; on a wide range of topics; giving advantages and disadvantages |
| C1 | fluently and spontaneously; flexibly and effectively; in well-structured, detailed text; on complex subjects |
| C2 | effortlessly; with precision; with fine shades of meaning; in any situation |
Text types and situations by level
| Level | Texts | Situations |
|---|---|---|
| A1 | signs, notices, forms, postcards, simple messages | introducing yourself, shopping, numbers and times |
| A2 | short emails, ads, menus, timetables, simple instructions | travel, cafés, making plans, describing family and routines |
| B1 | articles on familiar topics, personal letters, blogs, simple reports | travel problems, opinions, experiences, everyday work tasks |
| B2 | newspaper articles, reports, reviews, formal letters, essays | discussions, presentations, negotiations, interviews |
| C1 | academic and professional texts, literary texts, long reports | meetings, lectures, complex negotiation, academic writing |
Statement builder
I can [verb from the mode row] + [text or situation for the level] + [condition for the level]
I can follow + the main points of a short talk on a familiar topic + if it is clearly organised (B1)academic-english-eap-course-planner
Plan English for Academic Purposes (EAP) courses: pre-sessional, in-sessional, foundation, IELTS preparation and discipline-specific EAP, with syllabus strands (academic reading, lecture listening and note-taking, essay and report writing, paraphrase, summary and synthesis, referencing and plagiarism, seminars and presentations, academic vocabulary, critical thinking), a 10-week pre-sessional outline, exit assessment, IELTS-CEFR alignment and academic style (formality, hedging, cohesion, reporting verbs). Estimates study hours and weeks to close an IELTS gap from overall or per-skill scores (IELTS rounding, minimum per skill, priority skills, feasibility before a deadline), and checks learner texts for contractions, informal words with academic alternatives, unhedged claims, 'you', And/But/So starts, rhetorical questions and missing citations.
actfl-proficiency-curriculum-mapper
Map world language curricula to the ACTFL framework: proficiency levels (Novice, Intermediate, Advanced, Superior, Distinguished with sublevels), functions, contexts, text types and accuracy, proficiency vs performance, the three modes of communication (interpretive, interpersonal, presentational), the 5 Cs World-Readiness Standards, backward-designed thematic units with Integrated Performance Assessments, typical programme targets and FSI time estimates. Looks up approximate ACTFL-CEFR-ILR equivalences with what each level can do, and checks a unit map for missing modes, rehearsed skits mislabelled as interpersonal, translation or word lists as interpretive tasks, and units without an integrated performance assessment.
adult-literacy-esl-lesson-builder
Build lessons for adult ESL learners who are developing literacy (LESLLA learners: pre-literate, non-literate, semi-literate, literate in a non-Roman script): learner profiles and sensitive initial assessment, principles (oral language first, known to new, systematic phonics with adult-relevant text, repetition, classroom skills, respect for experience), a lesson routine (oral warm-up, review, new grapheme, blending, segmenting, decodable text, writing, functional literacy, Language Experience Approach), a phonics sequence for adults, sight words, functional literacy targets (forms, signs, medicine labels) and portfolio assessment. Checks whether a reading text is decodable with the letter-sound patterns and sight words taught so far, catching untaught digraphs, listing non-decodable words with the untaught part, and suggesting the most useful next patterns.
authentic-material-lesson-adapter
Turn authentic material (news articles, podcasts, videos, songs, menus, timetables, adverts, social media posts, forms, infographics) into language lessons by grading the task rather than the text. Selects texts for interest, relevance, exploitability, coverage, cultural load and rights; finds the 4-6 words to pre-teach, words to gloss on the page and words learners can ignore, plus names and cultural references to explain, with reading time by level; and builds a lesson shape (lead-in, pre-teach, gist or scanning, graded detail task, language focus on chunks and register, response) with task ideas per material type and level from A1 to C1. Covers copyright, fair dealing and fair use, Creative Commons and attribution.
cefr-aligned-syllabus-builder
Build language course syllabuses aligned to the CEFR (A1-C2, plus levels, Companion Volume 2020): entry and exit levels, guided learning hours and course length (with an L1-distance adjustment), syllabus type (topic, functional-notional, task-based, skills-based, multi-strand), unit-by-unit can-do outcomes, grammar from a core inventory by level, vocabulary, functions, pronunciation, balance of reception, production, interaction and mediation, recycling and assessment points. Checks a syllabus for units without can-do statements, core grammar for the level not covered, items above the course level, skills missing from most units and units with no vocabulary or functions.
classroom-management-for-esl-coach
Coach ESL/EFL teachers in classroom management: the instruction sequence (attention, group first, graded imperatives, demonstration, ICQs, hand out, start, check), ICQ examples, online instructions, routines for the first weeks (class agreement, L1 use, phones, lateness, homework, seating), strategies for L1 use in tasks, dominant and quiet learners, mixed levels, large classes, fast finishers, low motivation, disruptive young learners and teens, cultural expectations, classroom language to teach early and teacher presence. Checks planned instructions for length, missing ICQs, useless ICQs like 'Do you understand?', no demonstration, long sentences, filler and missing grouping or timing, and builds seating plans that keep named learners apart, seat learners who need the front, mix first languages and alternate stronger and weaker learners.