inlingua School of Languages Cert No.: EDU-3-3055 13 Jan 2014 - 12 Jan 2015 inlingua School of Languages 51 Cuppage Road #10-12 Singapore 229469 Tel (+65) 6737 6666 Fax (+65) 6737 6007 Email
[email protected] CPE Reg No. 197801468Z 25 Aug 2014 - 24 Aug 2018
Levels and Learning Outcomes
inlingua levels – Table of comparison inlingua level Common European Framework of Reference for Languages (CEFR) ALTE level
Elementary 1
Elementary 2
Elementary 3 Elementary 4
Intermediate 1 Intermediate 2
Intermediate 3
A1
A2
B1
B1+
Breakthrough level
Level 1
UNIcert
Intermediate 4
Advanced 1 Advanced 2
Advanced 3
Advanced 4
B2
C1
C1+
C2
Level 2
Level 3
Level 4
UNIcert I
UNIcert II
UNIcert III
UNIcert IV C2
d t L e
Level 5
TELC
A1
A2
B1
B2
C1
Chinese Hanyu Shuiping Kaoshi (HSK)
HSK Level 1
HSK Level 2
HSK Level 3
HSK Level 4
HSK Level 5
HSK Level 6
Test of Chinese As A Foreign Language (TOCFL)
TOCFL Level 1
TOCFL Level 2
TOCFL Level 3
TOCFL Level 4
Goethe-Institut
Start Deutsch 1
Start Deutsch 2
Zertifikat Deutsch
Goethe-Zertifikat B2 / ZDfB
TOCFL Level 5 Goethe-Zertifikat C1 / Zentrale Mittelstufenprüfung (neu) TDN 5
Zentrale Oberstufenprüfung, Kleines Deutsches Sprachdiplom
1-2
2.5-3
3.5 4.0 to 5.0 (5.0 is borderline between B1-B2) 275 - 395 (listening) 275 - 380 (reading) 47-57
4-4.5 5.0 to 6.5 (5.0 is borderline between B1-B2) 400 - 485 (listening) 385 - 450 (reading) 58-68
5-5.5 7.0 to 8.0 (8.0 is borderline between C1-C2) 490 - 495 (listening) 455 - 495 (reading) 69-78
6 8.0 to 9.0 (8.0 is borderline between C1-C2)
87 to 109
110 to 120
29-30 (reading)
TestDaF
t P s
TDN 3 — TDN 4
iTEP IELTS
e g ua
TOEIC
60 - 105 (listening) 60 - 110 (reading)
Versant
26-35
110 - 270 (listening) 115 - 270 (reading) 36-46
TOEFL (IBT)
8-12 (speaking)
13-18 (speaking), 11-16 (writing)
57 to 86
337 225-245 (listening), 210-245 (language form), 210-240 (reading) PET (45 to 59) / KET Pass with Merit, Pass 30
460 250-285 (listening), 250-275 (language form), 245-275 (reading) FCE (45 to 59) / PET Pass with Merit, Pass / KET Pass with Distinction 43
543 290-300 (listening), 280-300 (language form), 280-300 (reading) CAE (45 to 59) / FCE grade B or C / PET Pass with Distinction 59
627
Level 2
Level 3
Level 4
Level 5
TOEFL ITP TOEFL Junior Standard Cambridge exam
KET (45 to 59)
PTE Academic
g n a
fL
lo
CPE (45 to 59) / CAE grade B or C / FCE grade A 76
79-80
CPE grade A, B or C / CAE grade A 85
PTE General (formerly LTE)
Level A1
Level 1
Trinity College London (ISE) / (GESE) / (SEW)
GESE 2
ISE 0 / GESE 3, 4
ISE I / GESE 5, 6 / SEW 1
ISE II / GESE 7, 8, 9 / SEW 2, 3
ISE III / GESE 10, 11 / SEW 4
ISE IV / GESE 12
British General Qualifications
Foundation Tier GCSE
Higher Tier GCSE
GCE AS level / lower grade A-level
CIEP / Alliance française diplomas
TCF A1 / DELF A1
TCF A2 / DELF A2 / CEFP 1
TCF B1 / DELF B1 / CEFP 2
TCF C1 / DALF C1 / DSLCF
TCF C2 / DALF C2 / DHEF
CELI
Impatto
1
2
GCE A-Level (known as A2) TCF B2 / DELF B2 / Diplôme de Langue 3
4
5
CILS
A1
Uno
Due
Tre
Quattro / DIT C2
Japanese-Language Proficiency Test (JLPT)
N5
N4 / N3
N3 / N2
N2 / N1
N1
Test of Proficiency in Korean (TOPIK) ТРКИ – Тест по русскому языку как иностранному (TORFL) DELE
Level 1
Level 3 ТРКИ-1 (I Cертификационный уровень) (1st Certificate level) B1 (formerly "Inicial")
Level 4
Level 5
Level 6
ТРКИ-2
ТРКИ-3
ТРКИ-4
B2 (formerly "Intermedio")
C1
C2 (formerly "Superior")
C2 C1 B2 B1 A2 A1
S a u g
o o ch
A2
N5 / N4 Level 2
ТЭУ Элементарный уровень
ТБУ Базовый уровень
A1
A2
n i l in
Description of Abilities
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
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Please note that Language schools and certificate bodies evaluate their own equivalences against these frameworks. Differences of estimation may exist.
inlingua levels – Learning outcomes LEVEL
Elementary 1
Elementary 2
CEFR Level
A1
A2
PREVIOUS STUDY
Between 0 to 100 hours of tuition
Between 100 to 200 hours of tuition
Between 200 to 300 hours of tuition
FULL-TIME COURSE STRUCTURE PART-TIME COURSE STRUCTURE
Listening understanding
Elementary 3
Elementary 4 B1
Part A
Part B
Part A
Part B
Part A
Part B
50 hrs (classroom)
50 hrs (classroom)
50 hrs (classroom)
50 hrs (classroom)
50 hrs (classroom)
50 hrs (classroom)
Module 1
Module 2
Module 3
Module 1
Module 2
Module 3
Module 1
Module 2
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
I can recognize familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.
I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment).
e g ua
t P s
d t L e
20 hrs (classroom)
13 hrs (recommended self-study)
Part A
Part B
50 hrs (classroom)
50 hrs (classroom)
Module 1
Module 2
Module 3
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.
g n a
L f o
I can catch the main point in short, clear, simple messages and announcements.
Module 3
Between 300 to 400 hours of tuition
I can understand the main point of many radio or TV programs on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.
Reading understanding
I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
I can read very short, simple texts.
I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.
I can understand the description of events, feelings and wishes in personal letters.
Spoken interaction
I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say.
I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.
I can deal with most situations likely to arise while traveling in an area where the language is spoken.
I can ask and answer simple questions in areas of immediate need or on very familiar topics.
I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.
Spoken production
Writing
o h c
S a u g
n i l n
I can use simple phrases and sentences to describe where I live and people I know.
ol
I can understand texts that consist mainly of high frequency everyday or job-related language.
I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.
I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions.
I can write a short, simple postcard, for example sending holiday greetings.
I can write short, simple notes and messages relating to matters in areas of immediate needs.
I can write simple connected text on topics which are familiar or of personal interest.
I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.
I can write a very simple personal letter, for example thanking someone for something.
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I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.
I can write personal letters describing experiences and impressions.
The number of hours needed for different learners to acquire these abilities varies greatly, depending on a range of factors such as age and motivation, background, amount of prior study and extent of exposure to the language outside the classroom, amount of time spent in individual study.
inlingua levels – Learning outcomes LEVEL
Intermediate 1
Intermediate 2
CEFR Level PREVIOUS STUDY FULL-TIME COURSE STRUCTURE PART-TIME COURSE STRUCTURE
Listening understanding
Intermediate 3
B1+
B2
Between 400 to 500 hours of tuition
Between 500 to 600 hours of tuition
Between 600 to 700 hours of tuition
Part A
Part B
Part A
Part B
Part A
Part B
50 hrs (classroom)
50 hrs (classroom)
50 hrs (classroom)
50 hrs (classroom)
50 hrs (classroom)
50 hrs (classroom)
Module 1
Module 2
Module 3
Module 1
Module 2
Module 3
Module 1
Module 2
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
I can understand most points of clear standard speech on matters regularly encountered in work, school, leisure, etc.
Spoken interaction
Spoken production
fL
I can understand texts that consist of everyday or job-related language.
lo
I can understand the description of events, feelings and wishes in personal letters.
o o ch
I can deal with most situations likely to arise while traveling in an area where the language is spoken.
I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
S a u g
I can connect phrases in an accurate way in order to describe experiences and events, my dreams, hopes and ambitions. I can effectively give reasons and explanations for opinions and plans.
Module 3
Between 700 to 800 hours of tuition
d t L e
e g ua
t P s 20 hrs (classroom)
13 hrs (recommended self-study)
Part A
Part B
50 hrs (classroom)
50 hrs (classroom)
Module 1
Module 2
Module 3
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar.
g n a
I can understand most points of many radio or TV programs on current affairs or topics of personal or professional interest when the delivery is reasonably well-paced and clear.
Reading understanding
Intermediate 4
I can understand most TV news and current affairs programs. I can understand the majority of films in standard dialect. I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose. I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. I can present clear, detailed descriptions on a wide range of subjects related to my fi eld of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
I can explain a viewpoint on a familiar issue giving the advantages and disadvantages of various options.
n i l in
I can narrate a story or relate the plot of a book or film and describe my reactions. Writing
I can write connected text on topics which are familiar or of personal interest.
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I can write clear, detailed text on a wide range of subjects related to my interests.
I can write personal letters describing experiences and impressions.
I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view.
I can write a simple essay or report passing on information or giving reasons in support of or against a particular point of view.
I can write letters highlighting the personal significance of events and experiences.
The number of hours needed for different learners to acquire these abilities varies greatly, depending on a range of factors such as age and motivation, background, amount of prior study and extent of exposure to the language outside the classroom, amount of time spent in individual study.
inlingua levels – Learning outcomes LEVEL
Advanced 1
Advanced 2
CEFR Level PREVIOUS STUDY FULL-TIME COURSE STRUCTURE PART-TIME COURSE STRUCTURE
Listening understanding
Spoken interaction
Advanced 4
C1+
C2 Between 1100 to 1200 hours of tuition
C1 Between 800 to 900 hours of tuition
Between 900 to 1000 hours of tuition
Between 1000 to 1100 hours of tuition
Part A
Part B
Part A
Part B
Part A
Part B
50 hrs (classroom)
50 hrs (classroom)
50 hrs (classroom)
50 hrs (classroom)
50 hrs (classroom)
50 hrs (classroom)
Module 1
Module 2
Module 3
Module 1
Module 2
Module 3
Module 1
Module 2
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly.
fL
I can understand long and complex factual and literary texts, appreciating distinctions of style.
o l o
I can understand specialized articles and longer technical instructions, even when they do not relate to my field.
o h c
I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes.
S a u g
I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.
n i l n
Spoken production
I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.
Writing
I can express myself in clear, well-structured text, expressing points of view at some length.
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i
I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind.
Module 3
d t L e
e g ua
t P s 20 hrs (classroom)
13 hrs (recommended self-study)
I can understand extended speech even when it is not clearly structured and when relationships are only implied.
g n a
I can understand television programs and films without too much effort.
Reading understanding
Advanced 3
I can follow spoken language even when delivered at fast native speed, provided I have some time to get familiar with the accent. I can understand long and complex factual and literary texts, specialized articles and longer technical instructions, even when they do not relate to my field. I can read with reasonable ease literary works, including abstract, structurally or linguistically complex texts. I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes and have a reasonably good familiarity with idiomatic expressions and colloquialisms. I can formulate ideas and opinions with precision and convey finer shades of meaning effectively.
Part A
Part B
50 hrs (classroom)
50 hrs (classroom)
Module 1
Module 2
Module 3
20 hrs (classroom)
20 hrs (classroom)
20 hrs (classroom)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
13 hrs (recommended self-study)
I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.
I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialized articles and literary works.
I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.
I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points with an appropriate logical structure which helps the recipient to notice and remember significant points.
I can present a clear, smoothly-fl owing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.
I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues.
I can write clear, smoothly-fl owing text in an appropriate style.
I can present a case with an effective logical structure which helps the recipient to notice and remember significant points.
I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.
The number of hours needed for different learners to acquire these abilities varies greatly, depending on a range of factors such as age and motivation, background, amount of prior study and extent of exposure to the language outside the classroom, amount of time spent in individual study.
