Освойте английский и китайский языки онлайн с использованием новейших технологий
Определим ваши цели и составим персональную "дорожную карту" обучения
"Язык голову кормит". («Пословицы русского народа» В.И. Даль)
О преподавателе
- МГУ имени М.В. Ломоносова
Преподаватель: Анастасия Анатольевна
Образование:
Номер диплома: 12025С9019
- Даляньский технологический университет, КНР.
Языковая стажировка
Номер диплома: 201707013
Об обучении
Моя цель – создать курсы по иностранным языкам высокого качества, при этом по доступным ценам, чтобы обучающиеся могли легко внедрить полученные знание в свою повседневную жизнь, используя иностранные языки на работе, в путешествиях, общении с иностранными друзьями, для просмотра иностранных фильмов без перевода, чтения книг в оригинале, для понимания песен на иностранных языках и иностранных СМИ.
Программы курсов разработаны таким образом, чтобы помочь не только освоить иностранные языки, но и развить такие способности, как критическое мышление, креативность, коммуникация, коллаборация.
- Возможность практиковать пройденный материал по китайскому языку с носителями языка01
- Видеолекции и задания с обязательной обратной связью от преподавателя. Занятия проходят на обучающей онлайн-платформе с интерактивными заданиями. Доступ к курсу 24/702
- Обучаю разными методами. Метод обучения выбираю, основываясь на индивидуальных особенностях каждого ученика. При необходимости корректирую общую программу курса для ученика, исходя из его целей и задач.03
- Общая программа курса соответствует ФГОС (Федеральный Государственный Образовательный Стандарт), CEFR (Common European Framework of Reference for Languages) - международный стандарт, разработанный Советом Европы и международному стандарту HSK (Hanyu Shuiping Kaoshi)04
Практикуйте китайский язык с носителями языка
Есть возможность практиковать пройденный материал по китайскому языку с носителями языка. После того, как вы изучили определенные темы, вы можете проверить свой результат на практике. Не все наши носители языка знают русский, но при общении на китайском языке они будут использовать только изученную вами лексику, чтобы практика устной речи была максимально эффективной. Воспользоваться данной услугой можно по желанию, оплачивается отдельно от общего курса.
Курсы иностранных языков (английский и китайский)
Видеолекции и задания с обратной связью от преподавателя.
Я строго слежу за правильным выполнением учениками всех упражнений – без выполнения заданий нельзя перейти к следующему уроку.
Всегда на связи через мессенджеры и обучающую платформу и оперативно помогаю с возникающими у учеников вопросами.
Я строго слежу за правильным выполнением учениками всех упражнений – без выполнения заданий нельзя перейти к следующему уроку.
Всегда на связи через мессенджеры и обучающую платформу и оперативно помогаю с возникающими у учеников вопросами.
Российско-китайское сотрудничество выходит на новый уровень, особенно торговое сотрудничество. В связи с этим растет спрос на специалистов со знанием китайского языка. В данном учебном курсе вы освоите не только китайский язык, но и следующие вопросы, необходимые для работы с Китаем:
-Поиск надёжных производителей. Как и где найти подходящие китайские фабрики, проверить репутацию компаний.
-Переговоры и заключение сделки. Договориться о скидках, уточнить минимальный объём заказа, условия оплаты и сроки поставки.
-Контроль качества.
- Организация логистики. Подобрать оптимальный способ перевозки (авиа, море, железная дорога), таможенные документы.
- Юридическое сопровождение. Вопросы сертификации, регистрации товарных знаков.
Для прохождения курса обучающийся должен иметь компьютер (или телефон) и доступ в интернет.
-Поиск надёжных производителей. Как и где найти подходящие китайские фабрики, проверить репутацию компаний.
-Переговоры и заключение сделки. Договориться о скидках, уточнить минимальный объём заказа, условия оплаты и сроки поставки.
-Контроль качества.
- Организация логистики. Подобрать оптимальный способ перевозки (авиа, море, железная дорога), таможенные документы.
- Юридическое сопровождение. Вопросы сертификации, регистрации товарных знаков.
Для прохождения курса обучающийся должен иметь компьютер (или телефон) и доступ в интернет.
Занятия проходят в игровой форме на современной онлайн-платформе с интерактивными заданиями.
Вы освоите не только китайский язык, но и сможете развить такие способности, как критическое мышление, креативность, коммуникация, коллаборация.
Программа соответствует ФГОС (Федеральных Государственный Образовательный Стандарт) и международному стандарту HSK (Hanyu Shuiping Kaoshi).
На занятиях вас ждут:
Для прохождения курса обучающийся должен иметь компьютер (или телефон) и доступ в интернет.
Вы освоите не только китайский язык, но и сможете развить такие способности, как критическое мышление, креативность, коммуникация, коллаборация.
Программа соответствует ФГОС (Федеральных Государственный Образовательный Стандарт) и международному стандарту HSK (Hanyu Shuiping Kaoshi).
На занятиях вас ждут:
- упражнения-тренажеры, которые позволяют лучше запоминать китайские слова
- квесты
- карточки
- анимационные диалоги
- комиксы
- и многое другое
Для прохождения курса обучающийся должен иметь компьютер (или телефон) и доступ в интернет.
Цель курса:
Практическая. Формирование коммуникативной компетенции по китайскому языку, развитие письменно-речевых умений.
Развивающая. Развить культурный интеллект, научить понимать и принимать людей с другой культурой, с другим образом мышление, привычками, особенностями поведения и характера. Изучить культурные особенности Китая и России.
Программа соответствует ФГОС (Федеральных Государственный Образовательный Стандарт) и международному стандарту HSK (Hanyu Shuiping Kaoshi).
При необходимости корректирую программу под ваши цели. Подробнее о программе смотрите в разделе "Общая программа по китайскому языку"
Занятия проходят в игровой форме на современной онлайн-платформе с интерактивными заданиями.
На занятиях вас ждут:
Практическая. Формирование коммуникативной компетенции по китайскому языку, развитие письменно-речевых умений.
Развивающая. Развить культурный интеллект, научить понимать и принимать людей с другой культурой, с другим образом мышление, привычками, особенностями поведения и характера. Изучить культурные особенности Китая и России.
Программа соответствует ФГОС (Федеральных Государственный Образовательный Стандарт) и международному стандарту HSK (Hanyu Shuiping Kaoshi).
При необходимости корректирую программу под ваши цели. Подробнее о программе смотрите в разделе "Общая программа по китайскому языку"
Занятия проходят в игровой форме на современной онлайн-платформе с интерактивными заданиями.
На занятиях вас ждут:
- упражнения-тренажеры, которые позволяют лучше запоминать китайские слова
- квесты
- карточки
- анимационные диалоги
- комиксы
- и многое другое
Занятия проходят в игровой форме на современной онлайн-платформе с интерактивными заданиями.
На занятиях вас ждут:
Для прохождения курса обучающийся должен иметь компьютер (или телефон) и доступ в интернет.
На занятиях вас ждут:
- упражнения-тренажеры, которые позволяют лучше запоминать китайские слова
- квесты
- карточки
- анимационные диалоги
- комиксы
- и многое другое
Для прохождения курса обучающийся должен иметь компьютер (или телефон) и доступ в интернет.
Практико-ориентирован курс с применением информационно-коммуникативных технологий (ИКТ) для формирования необходимого лексического запаса, грамматических навыков и умений.
С помощью онлайн-тренажеров и различных приложений вы быстро и эффективно запомните лексику и быстрее заговорите на английском.
Программа соответствует ФГОС (Федеральных Государственный Образовательный Стандарт) и CEFR (Common European Framework of Reference for Languages) – международный стандарт, разработанный Советом Европы.
При необходимости корректирую программу под ваши цели. Подробнее о программе смотрите в разделе "Общая программа по английскому языку".
На занятиях вас ждут:
С помощью онлайн-тренажеров и различных приложений вы быстро и эффективно запомните лексику и быстрее заговорите на английском.
Программа соответствует ФГОС (Федеральных Государственный Образовательный Стандарт) и CEFR (Common European Framework of Reference for Languages) – международный стандарт, разработанный Советом Европы.
При необходимости корректирую программу под ваши цели. Подробнее о программе смотрите в разделе "Общая программа по английскому языку".
На занятиях вас ждут:
- упражнения-тренажеры, которые позволяют лучше запоминать китайские слова
- квесты
- карточки
- анимационные диалоги
- комиксы
- и многое другое
Стоимость курсов
Абонемент на 1 месяц (8 занятий). Длительность каждого курса см. в разделах: "Общая программа по китайскому языку", "Общая программа по английскому языку".
Доступ к курсу 24/7. Учите иностранные языки в любое время суток из любой точки земного шара.
Доступ к курсу 24/7. Учите иностранные языки в любое время суток из любой точки земного шара.
Название курса
Количество занятий
Срок действия
Стоимость, руб.
Курс по китайскому языку для делового общения со специализацией "ВЭД с Китаем"
8 занятий
1 месяц
4500
Курс китайского языка для детей и подростков
8 занятий
1 месяц
3369
Курс китайского языка для взрослых
8 занятий
1 месяц
3369
Курс по английскому языку для детей и подростков
8 занятий
1 месяц
3369
Курс по английскому языку для взрослых
8 занятий
1 месяц
3369
Практика устной речи с носителем языка
1 занятие
30-60 мин
от 1200
Общая программа по китайскому языку
Длительность обучения:
Курсы по китайскому языку «Уровень 1» (соответствует HSK 1 по международному стандарту) – 5 месяцев
Курсы по китайскому языку «Уровень 2» (соответствует HSK 2 по международному стандарту) – 6 месяцев
Курсы по китайскому языку «Уровень 3» (соответствует HSK 3 по международному стандарту) – 8 месяцев
Курсы по китайскому языку «Уровень 4» (соответствует HSK 4 по международному стандарту) – 9 месяцев
Курсы по китайскому языку «Уровень 5» (соответствует HSK 5 по международному стандарту) – 11 месяцев
Курсы по китайскому языку «Уровень 6» (соответствует HSK 6 по международному стандарту) – 12 месяцев
Программа соответствует ФГОС (Федеральный Государственный Образовательный Стандарт) и международному стандарту HSK (Hanyu Shuiping Kaoshi)
Курсы по китайскому языку «Уровень 1» (соответствует HSK 1 по международному стандарту) – 5 месяцев
Курсы по китайскому языку «Уровень 2» (соответствует HSK 2 по международному стандарту) – 6 месяцев
Курсы по китайскому языку «Уровень 3» (соответствует HSK 3 по международному стандарту) – 8 месяцев
Курсы по китайскому языку «Уровень 4» (соответствует HSK 4 по международному стандарту) – 9 месяцев
Курсы по китайскому языку «Уровень 5» (соответствует HSK 5 по международному стандарту) – 11 месяцев
Курсы по китайскому языку «Уровень 6» (соответствует HSK 6 по международному стандарту) – 12 месяцев
Программа соответствует ФГОС (Федеральный Государственный Образовательный Стандарт) и международному стандарту HSK (Hanyu Shuiping Kaoshi)
Программа по китайскому языку
Если есть необходимость, то корректирую общую программу курса, исходя из ваших целей и задач
Пиньинь (Пиньинь- это система транскрипции китайских иероглифов с использованием латинского алфавита).
Различать китайские тоны (тон в китайском языке играет смыслоразличительную роль)
Письмо
Читать, писать, печатать на клавиатуре, понимать значение 500 китайских слов (иероглифами)
Говорение
Приветствовать, благодарить и прощаться
Спрашивать и отвечать на вопросы:
«Как дела?»
«Как тебя зовут?»
«Который сейчас час?»
«Какой сегодня день недели/число/месяц/год?»
«Сколько тебе лет?»
Говорить простыми фразами о себе и своей семье, о своих увлечениях, предпочтениях в еде, музыке и других сферах.
Поддерживать короткий диалог: узнавать о делах, интересах собеседника, о его семье и профессии, погоде и т.д.
Грамматика
Местоимение
Притяжательная частица 的
Глагол-связка是
Вопросительное местоимение什么
Вопросительное предложение с吗
Вопросительные местоимения谁 и 哪
Вопросительная частица呢
Числительное до 100
Вопросительное местоимение几
«了» указывает на изменение
Вопросительная фраза多 +大
Модальный глагол 会
Вопросительное местоимение怎么
Выражение Даты (1): месяц, дата, день недели
Предложение с именным сказуемым
Предложение с последовательной конструкцией глагола 去 + место + делать что-то
Модальный глагол 想
Вопросительное местоимение多少
Счетное слово个口
Выражение денежных единиц и цен в Китае
Глагол 在
Вопросительное местоимение哪儿
Предлог在
Предложение с有, указывающее на наличие, существование или обладание
Союз 和
Модальный глагол能
Повелительное предложение с 请
Выражение времени
Наречие времени (现在，昨天，今天。。。)
Существительное 前
Вопросительное местоимение怎么样
Предложения со сказуемым, выраженным подлежащно-сказуемым сочетанием
Наречие 太
Модальный глагол会
Междометие喂
Выражение, используемое для обозначения выполняемого действия 在。。。呢
Выражение для телефонных номеров
Модальная частица吧
«了» указывает на появление или завершения действия
Существительное 后
Модальная частица啊
Наречие 都
«是。。。。。的» конструкция используется для подчёркивания времени, места или способа совершения действия.
Выражение Даты (2): год, месяц, число, день недели
Чтение
Читать небольшие тексты и диалоги со знакомой лексикой
Аудирование
Понимать на слух простые и часто употребляемые слова и фразы
Культурные особенности, история
Различать китайские тоны (тон в китайском языке играет смыслоразличительную роль)
Письмо
Читать, писать, печатать на клавиатуре, понимать значение 500 китайских слов (иероглифами)
Говорение
Приветствовать, благодарить и прощаться
Спрашивать и отвечать на вопросы:
«Как дела?»
«Как тебя зовут?»
«Который сейчас час?»
«Какой сегодня день недели/число/месяц/год?»
«Сколько тебе лет?»
Говорить простыми фразами о себе и своей семье, о своих увлечениях, предпочтениях в еде, музыке и других сферах.
Поддерживать короткий диалог: узнавать о делах, интересах собеседника, о его семье и профессии, погоде и т.д.
Грамматика
Местоимение
Притяжательная частица 的
Глагол-связка是
Вопросительное местоимение什么
Вопросительное предложение с吗
Вопросительные местоимения谁 и 哪
Вопросительная частица呢
Числительное до 100
Вопросительное местоимение几
«了» указывает на изменение
Вопросительная фраза多 +大
Модальный глагол 会
Вопросительное местоимение怎么
Выражение Даты (1): месяц, дата, день недели
Предложение с именным сказуемым
Предложение с последовательной конструкцией глагола 去 + место + делать что-то
Модальный глагол 想
Вопросительное местоимение多少
Счетное слово个口
Выражение денежных единиц и цен в Китае
Глагол 在
Вопросительное местоимение哪儿
Предлог在
Предложение с有, указывающее на наличие, существование или обладание
Союз 和
Модальный глагол能
Повелительное предложение с 请
Выражение времени
Наречие времени (现在，昨天，今天。。。)
Существительное 前
Вопросительное местоимение怎么样
Предложения со сказуемым, выраженным подлежащно-сказуемым сочетанием
Наречие 太
Модальный глагол会
Междометие喂
Выражение, используемое для обозначения выполняемого действия 在。。。呢
Выражение для телефонных номеров
Модальная частица吧
«了» указывает на появление или завершения действия
Существительное 后
Модальная частица啊
Наречие 都
«是。。。。。的» конструкция используется для подчёркивания времени, места или способа совершения действия.
Выражение Даты (2): год, месяц, число, день недели
Чтение
Читать небольшие тексты и диалоги со знакомой лексикой
Аудирование
Понимать на слух простые и часто употребляемые слова и фразы
Культурные особенности, история
Письмо
Читать, писать, печатать на клавиатуре, понимать значение 1272 китайских слов (иероглифами)
Говорение
Кратко говорить о себе, работе и хобби.
Высказывать мнение на основе изученного материала.
Поддерживать небольшой и простой диалог на бытовую тему.
Запрашивать информацию о направлении, местонахождении, заказывать услугу
Распорядок дня
Цвета (7 цветов радуги)
Заказывать еду
Поход в ресторан
Рассказать, что находится на столе, в сумке, помещении и т.д.
Возраст. Сравнение
«Ты одет слишком легко». Одежда
Открыть/закрыть дверь. Включить/выключить свет, кондиционер и т.д.
Кинофильмы
Отмечаем праздники
Грамматика
Вспомогательный глагол 要
Наречие степени最
Выражение приблизительных чисел几 и 多
Вопросы 是不是
Местоимение 每
Вопросительное местоимение多
«的»
Наречие для обозначения краткости действия «一下»
Наречие «真»
Конструкция «是。。。。。的» для выделения субъекта действия
Конструкция «。。。。的时候», указывающая время
Наречие времени«已经»
Наречие «就»
Модальное наречие «还»
Наречие «有点儿» указывает на незначительную степень проявления нежелательного признака или состояния
Вопросительное местоимение «怎么»
Редубликация слов меры (个-个个，件-件件。。。)
Пара союзов «因为。。。，所以。。。»
Наречие времени«就»
Глагол «离»
Модальная частица«呢»
Вопросительное предложение «。。。，好吗»
Наречие «再»
Последовательно связанное предложение
Редубликация глаголов
Комплементырезультата в китайском
Предлог «从»
«第» префикс, указывающий на порядок или последовательность
Повелительное предложение «不要。。。了/别。。。了»
Предлог «对»
Глагольное сочетания в качестве модификаторов в китайском языке
Предложение с «比» (1)
Вспомогательный глагол «可能»
Дополнение состояния. Конструкция «глагол +得 + прилагательное»
Предлог с «比» (2)
Аспектная частица «着»
Риторический вопрос «不是。。。吗»
Предлог «往»
Аспектная частица «过»
Конструкция «虽然。。。。但是。。。»
Дополнение частоты «次»
Конструкция «要。。。了»
Конструкция «都。。。了»
Чтение
Читать и понимать короткие тексты с небольшим количеством незнакомой лексики.
Аудирование
Распознавать и понимать на слух диалоги с уже знакомой лексикой.
Культурные особенности, история
Читать, писать, печатать на клавиатуре, понимать значение 1272 китайских слов (иероглифами)
Говорение
Кратко говорить о себе, работе и хобби.
Высказывать мнение на основе изученного материала.
Поддерживать небольшой и простой диалог на бытовую тему.
Запрашивать информацию о направлении, местонахождении, заказывать услугу
Распорядок дня
Цвета (7 цветов радуги)
Заказывать еду
Поход в ресторан
Рассказать, что находится на столе, в сумке, помещении и т.д.
Возраст. Сравнение
«Ты одет слишком легко». Одежда
Открыть/закрыть дверь. Включить/выключить свет, кондиционер и т.д.
Кинофильмы
Отмечаем праздники
Грамматика
Вспомогательный глагол 要
Наречие степени最
Выражение приблизительных чисел几 и 多
Вопросы 是不是
Местоимение 每
Вопросительное местоимение多
«的»
Наречие для обозначения краткости действия «一下»
Наречие «真»
Конструкция «是。。。。。的» для выделения субъекта действия
Конструкция «。。。。的时候», указывающая время
Наречие времени«已经»
Наречие «就»
Модальное наречие «还»
Наречие «有点儿» указывает на незначительную степень проявления нежелательного признака или состояния
Вопросительное местоимение «怎么»
Редубликация слов меры (个-个个，件-件件。。。)
Пара союзов «因为。。。，所以。。。»
Наречие времени«就»
Глагол «离»
Модальная частица«呢»
Вопросительное предложение «。。。，好吗»
Наречие «再»
Последовательно связанное предложение
Редубликация глаголов
Комплементырезультата в китайском
Предлог «从»
«第» префикс, указывающий на порядок или последовательность
Повелительное предложение «不要。。。了/别。。。了»
Предлог «对»
Глагольное сочетания в качестве модификаторов в китайском языке
Предложение с «比» (1)
Вспомогательный глагол «可能»
Дополнение состояния. Конструкция «глагол +得 + прилагательное»
Предлог с «比» (2)
Аспектная частица «着»
Риторический вопрос «不是。。。吗»
Предлог «往»
Аспектная частица «过»
Конструкция «虽然。。。。但是。。。»
Дополнение частоты «次»
Конструкция «要。。。了»
Конструкция «都。。。了»
Чтение
Читать и понимать короткие тексты с небольшим количеством незнакомой лексики.
Аудирование
Распознавать и понимать на слух диалоги с уже знакомой лексикой.
Культурные особенности, история
Письмо
Читать, писать, печатать на клавиатуре, понимать значение 2245 китайских слов (иероглифами)
Говорение
Описывать события и рассказывать о своем опыте, выражать мнение и приводить примеры.
Участвовать в спонтанном диалоге на любые бытовые темы, высказывать личное отношение к явлению или предмету.
Диалоги:
周末你有什么打算? Какие у тебя планы на выходные?
你什么时候回来？Когда ты вернешься?
桌子上放着很多吃的东西。На столе много еды.
他总是笑着我跟我说话。Он всегда улыбается, когда со мной разговаривает.
她最近越来越胖了。Она в последнее время все больше и больше полнеет.
怎么突然找不到了。Почему они внезапно исчезли.
我跟她都认识五年了。Я знакома с ней 5 лет.
你去哪儿我就去哪儿。Куда бы ты ни пошёл, я пойду с тобой.
她的汉语说得跟中国人一样。Она говорит на китайском, словно носитель языка.
数学比历史难多了。Математика намного сложнее истории.
别忘了把空调关了。Не забудь выключить кондиционер.
把重要的东西放在我这儿吧。Лучше оставь ценные вещи здесь со мной.
我是走回来的。Я пошел обратно пешком.
你把水果拿过来。Принеси сюда фрукты.
其他都没什么问题。В остальном всё в порядке, вопросов нет.
我现在累得下了班就想睡觉。Я сейчас такая уставшая после работы, что хочу лечь поспать.
我相信他们会同意的。Я уверен, что они согласятся.
你没看出来吗？Разве ты этого не видел?
我被他影响了。Он оказал на меня влияние.
Грамматика
Отрицание «-。。。也/都 + 不/没。。。»
Союзное слово «那»
Вопрос «能。。。吗？»
Сравнение 还是 и 或者
Выражение местонахождения: Место + V着+ числительное + сч. слово + объект
Модальный глагол «会» для указания возможности или вероятности совершения действия
Конструкция «又。。。又。。。»
Структура V1着(O1) + V2 (O2), которое обозначает «сопутствующее действие» (два действия, происходящие одновременно)
«了» для указания изменения
Конструкция: субъектив +越来越 + прилагательное/глагол состояния
Конструкция: «V得+ Дополнение» и «V不 + Дополнение»
Конструкция для вопросов о местоположении N+呢
Сравнение «刚» и «刚才»
Выражение периода времени
Выражение интереса
Обозначение времени со словами: 半，刻，差
Сравнение «又» и «再»
Гибкое использование вопросительных местоимений (1)
Конструкция: «越А越В»
Сравнительное предложение (1): А跟В 一样 (+Adj)
Сравнительное предложение (2): А 比В + Adj + 一点儿/一些/很多/多了
Обозначение приблизительных чисел (1)
Предложение с: «把» (1): A把B + V+…
Обозначение приблизительных чисел (2): 左右
Сравнение «才» и «就»
Предложение «把» (1): A 把B + V + 在/到/给
Составные комплементы направления
Конструкция: «一边。。。一边。。。»
Предложение把(3): A 把B + V + Result и A 把B +V + Direction
Конструкция: «先。。。，再/又。。。，然后。。。»
Конструкция: 除了。。。以外，都/还/也。。。
Гибкое использование вопросительных местоимений (2)
Конструкция для выражения степени 极了
Конструкция 如果。。。（的话）， (S)就。。。
Комплексные комплементы состояния
Редубликация односложных прилагательных
Редубликация двусложных глаголов
Использование вопросительных местоимений (3)
Конструкция只要。。。，就。。。
Предлог 关于
Комплексное направление
Сравнение 使叫让
Предложение с 被
Конструкция: 只有。。。才
Чтение
Читать тексты общей тематики и понимать их основную идею, несмотря на наличие 10% незнакомой лексики. В рассказах улавливать сюжет, понимать реплики героев.
Аудирование
Понимать точку зрения говорящего в коротких диалогах. Понимать контекст, улавливать специальную лексику.
Культурные особенности, история
Читать, писать, печатать на клавиатуре, понимать значение 2245 китайских слов (иероглифами)
Говорение
Описывать события и рассказывать о своем опыте, выражать мнение и приводить примеры.
Участвовать в спонтанном диалоге на любые бытовые темы, высказывать личное отношение к явлению или предмету.
Диалоги:
周末你有什么打算? Какие у тебя планы на выходные?
你什么时候回来？Когда ты вернешься?
桌子上放着很多吃的东西。На столе много еды.
他总是笑着我跟我说话。Он всегда улыбается, когда со мной разговаривает.
她最近越来越胖了。Она в последнее время все больше и больше полнеет.
怎么突然找不到了。Почему они внезапно исчезли.
我跟她都认识五年了。Я знакома с ней 5 лет.
你去哪儿我就去哪儿。Куда бы ты ни пошёл, я пойду с тобой.
她的汉语说得跟中国人一样。Она говорит на китайском, словно носитель языка.
数学比历史难多了。Математика намного сложнее истории.
别忘了把空调关了。Не забудь выключить кондиционер.
把重要的东西放在我这儿吧。Лучше оставь ценные вещи здесь со мной.
我是走回来的。Я пошел обратно пешком.
你把水果拿过来。Принеси сюда фрукты.
其他都没什么问题。В остальном всё в порядке, вопросов нет.
我现在累得下了班就想睡觉。Я сейчас такая уставшая после работы, что хочу лечь поспать.
我相信他们会同意的。Я уверен, что они согласятся.
你没看出来吗？Разве ты этого не видел?
我被他影响了。Он оказал на меня влияние.
Грамматика
Отрицание «-。。。也/都 + 不/没。。。»
Союзное слово «那»
Вопрос «能。。。吗？»
Сравнение 还是 и 或者
Выражение местонахождения: Место + V着+ числительное + сч. слово + объект
Модальный глагол «会» для указания возможности или вероятности совершения действия
Конструкция «又。。。又。。。»
Структура V1着(O1) + V2 (O2), которое обозначает «сопутствующее действие» (два действия, происходящие одновременно)
«了» для указания изменения
Конструкция: субъектив +越来越 + прилагательное/глагол состояния
Конструкция: «V得+ Дополнение» и «V不 + Дополнение»
Конструкция для вопросов о местоположении N+呢
Сравнение «刚» и «刚才»
Выражение периода времени
Выражение интереса
Обозначение времени со словами: 半，刻，差
Сравнение «又» и «再»
Гибкое использование вопросительных местоимений (1)
Конструкция: «越А越В»
Сравнительное предложение (1): А跟В 一样 (+Adj)
Сравнительное предложение (2): А 比В + Adj + 一点儿/一些/很多/多了
Обозначение приблизительных чисел (1)
Предложение с: «把» (1): A把B + V+…
Обозначение приблизительных чисел (2): 左右
Сравнение «才» и «就»
Предложение «把» (1): A 把B + V + 在/到/给
Составные комплементы направления
Конструкция: «一边。。。一边。。。»
Предложение把(3): A 把B + V + Result и A 把B +V + Direction
Конструкция: «先。。。，再/又。。。，然后。。。»
Конструкция: 除了。。。以外，都/还/也。。。
Гибкое использование вопросительных местоимений (2)
Конструкция для выражения степени 极了
Конструкция 如果。。。（的话）， (S)就。。。
Комплексные комплементы состояния
Редубликация односложных прилагательных
Редубликация двусложных глаголов
Использование вопросительных местоимений (3)
Конструкция只要。。。，就。。。
Предлог 关于
Комплексное направление
Сравнение 使叫让
Предложение с 被
Конструкция: 只有。。。才
Чтение
Читать тексты общей тематики и понимать их основную идею, несмотря на наличие 10% незнакомой лексики. В рассказах улавливать сюжет, понимать реплики героев.
Аудирование
Понимать точку зрения говорящего в коротких диалогах. Понимать контекст, улавливать специальную лексику.
Культурные особенности, история
Письмо
Читать, писать, печатать на клавиатуре, понимать значение 3210 китайских слов (иероглифами)
Говорение
Выражать своё мнение на любую тему, детально описывать события, развивать и подтверждать свою точку зрения примерами.
Понимать речь носителей языка и участвовать в диалоге.
Диалоги и тексты:
北京的四季。
租房父亲的 «战争»
最认真的快递员。
最好的教育。
我在中国学 «大方»
天使之笔。
生物种。
给咖啡加点儿盐。
让拇指说话。
人生最重要的三件事。
梦里有你。
白色屋顶。
Грамматика
把。。。V得 + C
(就) 拿。。。来说（吧）
不知（道）。。。多少多（么）。。。
管A叫B
想。。。就。。。
从。。。来看
再。。。不过了
况且
在。。。看来
说V就V
直到。。。为止
。。。，好。。。
再。。。，就。。。
只不过（是）。。。而己
还没。。。，就。。。
非。。。不可/不行/不成
没有。。。不。。。
倒
一。。。。。。就是。。。。。
。。。，可比意
怎么V也V不 + C
V着V着，。。。
无论/不论。。。，都。。。
。。。，无其是。。。
幸亏
没有比。。。更/再。。。的 (N)了
宁可/宁愿A，也不B
V来V去
因为。。。。。。而。。。，为。。。而。。。
就算。。。。。，也。。。
要不然
要么。。。。。，要么。。。
何必。。。（呢）
简直
怪不得。。。，（原来）。。。
差一点儿
拿A当B
。。。，为的是。。。
甚至
凡是。。。，都。。。
明明
出于。。。，。。。。
之所以。。。，是因为。。。
原来。。。，现在。。。
除了。。。。。。还是
(V)什么（N）都V不 + C
说什么都/也。。。
正因为。。。。。，才。。。
V + 起来
疑问词重复试用
(没/不)。。。才怪呢
Чтение
Читать и понимать тематические статьи, художественные тексты на неадаптированном китайском языке.
Аудирование
Слушать и понимать радиопередачи, интервью, подкасты
Культурные особенности, история
Читать, писать, печатать на клавиатуре, понимать значение 3210 китайских слов (иероглифами)
Говорение
Выражать своё мнение на любую тему, детально описывать события, развивать и подтверждать свою точку зрения примерами.
Понимать речь носителей языка и участвовать в диалоге.
Диалоги и тексты:
北京的四季。
租房父亲的 «战争»
最认真的快递员。
最好的教育。
我在中国学 «大方»
天使之笔。
生物种。
给咖啡加点儿盐。
让拇指说话。
人生最重要的三件事。
梦里有你。
白色屋顶。
Грамматика
把。。。V得 + C
(就) 拿。。。来说（吧）
不知（道）。。。多少多（么）。。。
管A叫B
想。。。就。。。
从。。。来看
再。。。不过了
况且
在。。。看来
说V就V
直到。。。为止
。。。，好。。。
再。。。，就。。。
只不过（是）。。。而己
还没。。。，就。。。
非。。。不可/不行/不成
没有。。。不。。。
倒
一。。。。。。就是。。。。。
。。。，可比意
怎么V也V不 + C
V着V着，。。。
无论/不论。。。，都。。。
。。。，无其是。。。
幸亏
没有比。。。更/再。。。的 (N)了
宁可/宁愿A，也不B
V来V去
因为。。。。。。而。。。，为。。。而。。。
就算。。。。。，也。。。
要不然
要么。。。。。，要么。。。
何必。。。（呢）
简直
怪不得。。。，（原来）。。。
差一点儿
拿A当B
。。。，为的是。。。
甚至
凡是。。。，都。。。
明明
出于。。。，。。。。
之所以。。。，是因为。。。
原来。。。，现在。。。
除了。。。。。。还是
(V)什么（N）都V不 + C
说什么都/也。。。
正因为。。。。。，才。。。
V + 起来
疑问词重复试用
(没/不)。。。才怪呢
Чтение
Читать и понимать тематические статьи, художественные тексты на неадаптированном китайском языке.
Аудирование
Слушать и понимать радиопередачи, интервью, подкасты
Культурные особенности, история
Письмо
Читать, писать, печатать на клавиатуре, понимать значение 4316 китайских слов (иероглифами)
Говорение
Спонтанно выражать мнение на любую тему, использовать синонимы и сложные грамматические конструкции. Свободно общаться с носителями языка – задавать вопросы и аргументировать ответы.
Диалоги и тексты:
享受旅行。
起名字。
我的第一份工作。
走上自首之路。
网络时代的爱情。
北京人与上海人。
科技时代人们的时间。
高薪养廉与缘木求鱼。
交谈的智慧。
孤独的晚餐。
跨越时空的相见。
提醒。
论语心得节选。
Грамматика
复句简介
不亚不
索性
或许
恰巧
转折复句
所谓
最（再） + 形容词 + 不过
此外
鉴于
递进复句
一 + 动词/形容词 (短语)。。。（结果）
因为（由于）。。。。的关系（原因）
反递复句
太巧了
以免
总算
固然
条件复句
毕竟 (到底)
何况
期待
乃至
五条件复句
未曾
并非
据
就。。。来看（而言/来说）
假设复句
何等
百四字结构
Чтение
Читать, понимать и анализировать неадаптированные статьи, книги и другие тексты.
Аудирование
Понимать речь носителей языка, новости, фильмы
Культурные особенности, история
Читать, писать, печатать на клавиатуре, понимать значение 4316 китайских слов (иероглифами)
Говорение
Спонтанно выражать мнение на любую тему, использовать синонимы и сложные грамматические конструкции. Свободно общаться с носителями языка – задавать вопросы и аргументировать ответы.
Диалоги и тексты:
享受旅行。
起名字。
我的第一份工作。
走上自首之路。
网络时代的爱情。
北京人与上海人。
科技时代人们的时间。
高薪养廉与缘木求鱼。
交谈的智慧。
孤独的晚餐。
跨越时空的相见。
提醒。
论语心得节选。
Грамматика
复句简介
不亚不
索性
或许
恰巧
转折复句
所谓
最（再） + 形容词 + 不过
此外
鉴于
递进复句
一 + 动词/形容词 (短语)。。。（结果）
因为（由于）。。。。的关系（原因）
反递复句
太巧了
以免
总算
固然
条件复句
毕竟 (到底)
何况
期待
乃至
五条件复句
未曾
并非
据
就。。。来看（而言/来说）
假设复句
何等
百四字结构
Чтение
Читать, понимать и анализировать неадаптированные статьи, книги и другие тексты.
Аудирование
Понимать речь носителей языка, новости, фильмы
Культурные особенности, история
Письмо
Читать, писать, печатать на клавиатуре, понимать значение 5456 китайских слов (иероглифами)
Говорение
Говорить на любую тему, даже на узкоспециализированную (медицина, юриспруденция, международная торговля и т.д.)
Использовать в беседе идиомы и стилистические фигуры в речи.
Диалоги и тексты:
尊重知识。
累积时间的力量。
三个丽友。
红牌轶事。
白鹤梁古水文题刻。
琴弦上的蝴蝶。
广告亦当入乡随俗。
康熙皇帝。
看不见的«邮»戏规则。
廖承志致蒋经国先生信。
Грамматика
说到底
书面话表达方式（1）: V 有
四字格
«能VC» 与«V得C»
修辞（1）：放词
修辞（2）：比喻
还好
是/不是 + 名词
篇算（1）: 先总说再分说
就算。。。，只要。。。就/也。。。
篇算（2）：重复关键词，推进主题
如果。。。，而且/并且/又。。。，那/那么
书面话表达方式（2）：话体冈格不同的同义词语
年龄的表达方式
X就X，Y就Y
AABB式重叠
篇章（3）：词汇衔接
书面话表达方式（3）：。。。无不。。。
用。。。来说
概数的表达方式
书面话表达方式（4）：持。。。态度
经。。。
将。。。V为/做
副词 + 名词
与“个”有关的格式
当回事儿
无独有偶
范围的表达方式
文言词（1）：以
文言词（2）：颇
«被»: 字句
好 + - + 量词 + 名词/名词短语
修辞（3）：婉曲
书面话表达方式（5）: 。。。的VP
Чтение
Читать и понимать любой текст, будь то художественная литература или научно-популярная статья.
Аудирование
Понимать носителя языка, даже если у собеседника очень быстрая речь. Понимать новости, фильмы.
Культурные особенности, история
Читать, писать, печатать на клавиатуре, понимать значение 5456 китайских слов (иероглифами)
Говорение
Говорить на любую тему, даже на узкоспециализированную (медицина, юриспруденция, международная торговля и т.д.)
Использовать в беседе идиомы и стилистические фигуры в речи.
Диалоги и тексты:
尊重知识。
累积时间的力量。
三个丽友。
红牌轶事。
白鹤梁古水文题刻。
琴弦上的蝴蝶。
广告亦当入乡随俗。
康熙皇帝。
看不见的«邮»戏规则。
廖承志致蒋经国先生信。
Грамматика
说到底
书面话表达方式（1）: V 有
四字格
«能VC» 与«V得C»
修辞（1）：放词
修辞（2）：比喻
还好
是/不是 + 名词
篇算（1）: 先总说再分说
就算。。。，只要。。。就/也。。。
篇算（2）：重复关键词，推进主题
如果。。。，而且/并且/又。。。，那/那么
书面话表达方式（2）：话体冈格不同的同义词语
年龄的表达方式
X就X，Y就Y
AABB式重叠
篇章（3）：词汇衔接
书面话表达方式（3）：。。。无不。。。
用。。。来说
概数的表达方式
书面话表达方式（4）：持。。。态度
经。。。
将。。。V为/做
副词 + 名词
与“个”有关的格式
当回事儿
无独有偶
范围的表达方式
文言词（1）：以
文言词（2）：颇
«被»: 字句
好 + - + 量词 + 名词/名词短语
修辞（3）：婉曲
书面话表达方式（5）: 。。。的VP
Чтение
Читать и понимать любой текст, будь то художественная литература или научно-популярная статья.
Аудирование
Понимать носителя языка, даже если у собеседника очень быстрая речь. Понимать новости, фильмы.
Культурные особенности, история
Общая программа по английскому языку
Длительность курсов:
Курс по английскому языку начальный уровень (соответствует уровню А1 по CEFR) – 5 месяцев
Курс по английскому языку элементарный уровень (соответствует уровню А2 по CEFR) – 6 месяцев
Курс по английскому языку средний уровень (соответствует уровню В1 по CEFR) – 7 месяцев
Курс по английскому языку высокий средний уровень (соответствует уровню В2 по CEFR) – 7 месяцев
Курс по английскому языку продвинутый уровень (соответствует уровню С1 по CEFR) – 9 месяцев
Курс по английскому языку профессиональный уровень (соответствует уровню С2 по CEFR) – 9 месяцев
Программа соответствует ФГОС (Федеральный Государственный Образовательный Стандарт) и CEFR (Common European Framework of Reference for Languages) - международный стандарт, разработанный Советом Европы
Курс по английскому языку начальный уровень (соответствует уровню А1 по CEFR) – 5 месяцев
Курс по английскому языку элементарный уровень (соответствует уровню А2 по CEFR) – 6 месяцев
Курс по английскому языку средний уровень (соответствует уровню В1 по CEFR) – 7 месяцев
Курс по английскому языку высокий средний уровень (соответствует уровню В2 по CEFR) – 7 месяцев
Курс по английскому языку продвинутый уровень (соответствует уровню С1 по CEFR) – 9 месяцев
Курс по английскому языку профессиональный уровень (соответствует уровню С2 по CEFR) – 9 месяцев
Программа соответствует ФГОС (Федеральный Государственный Образовательный Стандарт) и CEFR (Common European Framework of Reference for Languages) - международный стандарт, разработанный Советом Европы
Программа по английскому языку
Если есть необходимость, то корректирую общую программу курса, исходя из ваших целей и задач
Grammar
Adjectives: common and demonstrative
Adverbs of frequency
Comparatives and superlatives
Going to
How much/how many and very
common uncountable nouns
I’d like
Imperatives (+/-)
Intensifiers - very basic
Modals: can/can’t/could/couldn’t
Past simple of “to be”
Past Simple
Possessive adjectives
Possessive s
Prepositions, common
Prepositions of place
Prepositions of time, including in/on/at
Present continuous
Present simple
Pronouns: simple, personal
Questions
There is/are
To be, including question+negatives
Verb + ing: like/hate/love
SPOKEN FLUENCY
Can ask simple questions about a menu and understand simple answers.
Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning.
Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations.
Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication.
Can link words or groups of words with very basic linear connectors like 'and' or 'then'.
Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry etc.
Can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly. Can spell his/her address, nationality and other personal details.
Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.
Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.
Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.
Has a very basic range of simple expressions about personal details and needs of a concrete type.
Can copy out single words and short texts presented in standard printed format.
Writing
Can write simple phrases and sentences about themselves and imaginary people, where they live and what they do.
Can write simple isolated phrases and sentences.
Can read a very short, rehearsed statement - e.g. to introduce a speaker, propose a toast.
Can describe him/herself, what he/she does and where he/she lives.
Can produce simple mainly isolated phrases about people and places.
Can write numbers and dates, own name, nationality, address, age, date of birth or arrival in the country etc. such as on a hotel registration form.
Can write a short simple postcard.
Can ask for or pass on personal details in written form.
Can reply in an interview to simple direct questions spoken very slowly and clearly in direct non-idiomatic speech about personal details.
Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions.
Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.
Can ask and answer questions about themselves and other people, where they live, people they know, things they have.
Can indicate time by such phrases as next week, last Friday, in November, three o'clock.
Can ask people for things and give people things. Can handle numbers, quantities, cost and time.
Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions.
Can ask people for things, and give people things.
Can make an introduction and use basic greeting and leave-taking expressions.
Can ask how people are and react to news.
Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker.
Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker.
Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions.
Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.
Can follow short, simple written directions (e.g., to go from X to Y)
Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support.
Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations.
Can understand short, simple messages on postcards.
Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.
Can understand instructions addressed carefully and slowly to him/her and follow short, simple directions.
Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning.
Adjectives: common and demonstrative
Adverbs of frequency
Comparatives and superlatives
Going to
How much/how many and very
common uncountable nouns
I’d like
Imperatives (+/-)
Intensifiers - very basic
Modals: can/can’t/could/couldn’t
Past simple of “to be”
Past Simple
Possessive adjectives
Possessive s
Prepositions, common
Prepositions of place
Prepositions of time, including in/on/at
Present continuous
Present simple
Pronouns: simple, personal
Questions
There is/are
To be, including question+negatives
Verb + ing: like/hate/love
SPOKEN FLUENCY
Can ask simple questions about a menu and understand simple answers.
Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning.
Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations.
Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication.
Can link words or groups of words with very basic linear connectors like 'and' or 'then'.
Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry etc.
Can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly. Can spell his/her address, nationality and other personal details.
Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.
Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.
Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.
Has a very basic range of simple expressions about personal details and needs of a concrete type.
Can copy out single words and short texts presented in standard printed format.
Writing
Can write simple phrases and sentences about themselves and imaginary people, where they live and what they do.
Can write simple isolated phrases and sentences.
Can read a very short, rehearsed statement - e.g. to introduce a speaker, propose a toast.
Can describe him/herself, what he/she does and where he/she lives.
Can produce simple mainly isolated phrases about people and places.
Can write numbers and dates, own name, nationality, address, age, date of birth or arrival in the country etc. such as on a hotel registration form.
Can write a short simple postcard.
Can ask for or pass on personal details in written form.
Can reply in an interview to simple direct questions spoken very slowly and clearly in direct non-idiomatic speech about personal details.
Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions.
Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.
Can ask and answer questions about themselves and other people, where they live, people they know, things they have.
Can indicate time by such phrases as next week, last Friday, in November, three o'clock.
Can ask people for things and give people things. Can handle numbers, quantities, cost and time.
Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions.
Can ask people for things, and give people things.
Can make an introduction and use basic greeting and leave-taking expressions.
Can ask how people are and react to news.
Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker.
Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker.
Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions.
Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.
Can follow short, simple written directions (e.g., to go from X to Y)
Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support.
Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations.
Can understand short, simple messages on postcards.
Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.
Can understand instructions addressed carefully and slowly to him/her and follow short, simple directions.
Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning.
Grammar
Adjectives – comparative, – use of
than and definite article
Adjectives – superlative – use of definite article
Adverbial phrases of time, place and frequency – including word order
Adverbs of frequency
Articles – with countable and
uncountable nouns
Countables and Uncountables:
much/many
Future Time (will and going to)
Gerunds
Going to
Imperatives
Modals – can/could
Modals – have to
Modals – should
Past continuous
Past simple
Phrasal verbs – common
Possessives – use of ‘s, s’
Prepositional phrases (place, time and movement)
Prepositions of time: on/in/at
Present continuous
Present continuous for future
Present perfect
Questions
Verb + ing/infinitive: like/
want-would like
Wh-questions in past
Zero and 1st conditional
SPOKEN FLUENCY
An ability to deal with simple, straightforward information and begin to express oneself in familiar contexts.
Can take part in a routine conversation on simple predictable topics.
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 construct phrases on familiar topics with sufficient ease to handle short exchanges, despite very noticeable hesitation and false starts.
Can make him/herself understood in short contributions, even though pauses, false starts and reformulation are very evident.
Can communicate what he/she wants to say in a simple and direct exchange of limited information on familiar and routine matters, but in other situations he/she generally has to compromise the message.
Can link groups of words with simple connectors like "and, "but" and "because".
Can use the most frequently occurring connectors to link simple sentences in order to tell a story or describe something as a simple list of points.
Can tell a story or describe something in a simple list of points.
Can use simple techniques to start, maintain, or end a short conversation. Can initiate, maintain and close simple, face-to-face conversation.
Can ask for attention.
Can adapt well-rehearsed memorised simple phrases to particular circumstances through limited lexical substitution.
Can expand learned phrases through simple recombinations of their elements.
Can perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way. Can socialise simply but effectively using the simplest common expressions and following basic routines.
Can handle very short social exchanges, using everyday polite forms of greeting and address. Can make and respond to invitations, invitations, apologies etc.
Can copy short sentences on everyday subjects - e.g. directions how to get somewhere Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary.
Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time.
Can control a narrow repertoire dealing with concrete everyday needs.
Uses some simple structures correctly, but still systematically makes basic mistakes - for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say.
Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics.
Has a sufficient vocabulary for the expression of basic communicative needs. Has a sufficient vocabulary for coping with simple survival needs.
Has a repertoire of basic language, which enables him/her to deal with everyday situations with predictable content, though he/she will generally have to compromise the message and search for words.
Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. Can use basic sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc.. Has a limited repertoire of short memorised phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations.
Can pick out and reproduce key words and phrases or short sentences from a short text within the learner’s limited competence and experience.
Can copy out short texts in printed or clearly hand-written format.
Can use an inadequate word from his repertoire and use gesture to clarify what he/she wants to say.
Can identify what he/she means by pointing to it (e.g. "I'd like this, please).
Can recall and rehearse an appropriate set of phrases from his repertoire.
Can ask very simply for repetition when he/she does not understand. Can ask for clarification about key words or phrases not understood using stock phrases.
Can say he/she didn't follow.
Can indicate when he/she is following.
Can use simple techniques to start, maintain, or end a short conversation. Can initiate, maintain and close simple, face-to-face conversation.
Can ask for attention.
Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context.
Can write about everyday aspects of his environment e.g. people, places, a job or study experience in linked sentences. Can write very short, basic descriptions of events, past activities and personal experiences.
Can write a series of simple phrases and sentences about their family, living conditions, educational background, present or most recent job. Can write short, simple imaginary biographies and simple poems about people.
Can write a series of simple phrases and sentences linked with simple connectors like “and", “but” and “because”.
Can give a short, rehearsed presentation on a topic pertinent to his everyday life, briefly give reasons and explanations for opinions, plans and actions. Can cope with a limited number of straightforward follow up questions.
Can give a short, rehearsed, basic presentation on a familiar subject. Can answer straightforward follow up questions if he/she can as for repetition and if some help with the formulation of his reply is possible.
Can deliver very short, rehearsed announcements of predictable, learnt content which are intelligible to listeners who are prepared to concentrate.
Can tell a story or describe something in a simple list of points.
Can describe everyday aspects of his environment e.g. people, places, a job or study experience.
Can give short, basic descriptions of events and activities.
Can describe plans and arrangements, habits and routines, past activities and personal experiences.
Can use simple descriptive language to make brief statements about and compare objects and possessions. Can explain what he/she likes or dislikes about something.
Can describe his/her family, living conditions, educational background, present or most recent job. Can describe people, places and possessions in simple terms.
Can give a simple description or presentation of people, living or working conditions, daily routines. likes/dislikes etc. as a short series of simple phrases and sentences linked into a list.
Can take a short, simple message provided he/she can ask for repetition and reformulation.
Can write short, simple notes and messages relating to matters in areas of immediate need.
Can write very simple personal letters expressing thanks and apology.
Can write short, simple formulaic notes relating to matters in areas of immediate need.
Can make him/herself understood in an interview and communicating ideas and information on familiar topics, provided he/she can ask for clarification occasionally, and is given some help to express what he/she wants to.
Can answer simple questions and respond to simple statements in an interview.
Can understand enough to manage simple, routine exchanges without undue effort.
Can deal with practical everyday demands: finding out and passing on straightforward factual information.
Can ask and answer questions about habits and routines.
Can ask and answer questions about pastimes and past activities.
Can give and follow simple directions and instructions e.g. explain how to get somewhere.
Can communicate in simple and routine tasks requiring a simple and direct exchange of information.
Can exchange limited information on familiar and routine operational matters.
Can ask and answer questions about what they do at work and in free time.
Can ask for and give directions referring to a map or plan.
Can ask for and provide personal information.
Can deal with common aspects of everyday living such as travel, lodgings, eating and shopping.
Can get all the information needed from a tourist office, as long as it is of a straightforward, non-specialised nature.
Can ask for and provide everyday goods and services.
Can get simple information about travel, use public transport: buses, trains, and taxis, ask and give directions, and buy tickets.
Can ask about things and make simple transactions in shops, post offices or banks. Can give and receive information about quantities, numbers, prices etc.
Can make simple purchases by stating what is wanted and asking the price.
Can order a meal.
Can understand enough to manage simple, routine tasks without undue effort, asking very simply for repetition when he/she does not understand.
Can discuss what to do next, making and responding to suggestions, asking for and giving directions.
Can indicate when he/she is following and can be made to understand what is necessary, if the speaker takes the trouble.
Can communicate in simple and routine tasks using simple phrases to ask for and provide things, to get simple information and to discuss what to do next.
Can generally follow changes of topic in formal discussion related to his/her field which is conducted slowly and clearly.
Can exchange relevant information and give his/her opinion on practical problems when asked directly, provided he/she receives some help with formulation and can ask for repetition of key points if necessary.
Can say what he/she thinks about things when addressed directly in a formal meeting, provided he/she can ask for repetition of key points if necessary.
Can generally identify the topic of discussion around her which is conducted slowly and clearly.
Can discuss what to do in the evening, at the weekend.
Can make and respond to suggestions. Can agree and disagree with others.
Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly.
Can discuss what to do, where to go and make arrangements to meet.
Can establish social contact: greetings and farewells; introductions; giving thanks. Can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time. Can participate in short conversations in routine contexts on topics of interest.
Can express how he/she feels in simple terms, and express thanks.
Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord, though he/she can be made to understand if the speaker will take the trouble.
Can use simple everyday polite forms of greeting and address.
Can make and respond to invitations, invitations and apologies.
Can say what he/she likes and dislikes.
Can understand enough to manage simple, routine exchanges without undue effort. Can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time.
Can understand what is said clearly, slowly and directly to him/her in simple everyday conversation; can be made to understand, if the speaker can take the trouble.
Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary.
Can manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations.
Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time.
Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord.
Can understand regulations, for example safety, when expressed in simple language.
Can understand simple instructions on equipment encountered in everyday life - such as a public telephone.
Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events.
Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables.
Can locate specific information in lists and isolate the information required (e.g. use the "Yellow Pages" to find a service or tradesman).
Can understand everyday signs and notices: in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings.
Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation etc.) on familiar topics.
Can understand short simple personal letters.
Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language.
Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
Can identify the main point of TV news items reporting events, accidents etc. where the visual supports the commentary. Can follow changes of topic of factual TV news items, and form an idea of the main content.
Can understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.
Can catch the main point in short, clear, simple messages and announcement. Can understand simple directions relating to how to get from X to Y, by foot or public transport.
Can generally identify the topic of discussion around her that is conducted slowly and clearly.
Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated.
Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated.
Adjectives – comparative, – use of
than and definite article
Adjectives – superlative – use of definite article
Adverbial phrases of time, place and frequency – including word order
Adverbs of frequency
Articles – with countable and
uncountable nouns
Countables and Uncountables:
much/many
Future Time (will and going to)
Gerunds
Going to
Imperatives
Modals – can/could
Modals – have to
Modals – should
Past continuous
Past simple
Phrasal verbs – common
Possessives – use of ‘s, s’
Prepositional phrases (place, time and movement)
Prepositions of time: on/in/at
Present continuous
Present continuous for future
Present perfect
Questions
Verb + ing/infinitive: like/
want-would like
Wh-questions in past
Zero and 1st conditional
SPOKEN FLUENCY
An ability to deal with simple, straightforward information and begin to express oneself in familiar contexts.
Can take part in a routine conversation on simple predictable topics.
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 construct phrases on familiar topics with sufficient ease to handle short exchanges, despite very noticeable hesitation and false starts.
Can make him/herself understood in short contributions, even though pauses, false starts and reformulation are very evident.
Can communicate what he/she wants to say in a simple and direct exchange of limited information on familiar and routine matters, but in other situations he/she generally has to compromise the message.
Can link groups of words with simple connectors like "and, "but" and "because".
Can use the most frequently occurring connectors to link simple sentences in order to tell a story or describe something as a simple list of points.
Can tell a story or describe something in a simple list of points.
Can use simple techniques to start, maintain, or end a short conversation. Can initiate, maintain and close simple, face-to-face conversation.
Can ask for attention.
Can adapt well-rehearsed memorised simple phrases to particular circumstances through limited lexical substitution.
Can expand learned phrases through simple recombinations of their elements.
Can perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way. Can socialise simply but effectively using the simplest common expressions and following basic routines.
Can handle very short social exchanges, using everyday polite forms of greeting and address. Can make and respond to invitations, invitations, apologies etc.
Can copy short sentences on everyday subjects - e.g. directions how to get somewhere Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary.
Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time.
Can control a narrow repertoire dealing with concrete everyday needs.
Uses some simple structures correctly, but still systematically makes basic mistakes - for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say.
Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics.
Has a sufficient vocabulary for the expression of basic communicative needs. Has a sufficient vocabulary for coping with simple survival needs.
Has a repertoire of basic language, which enables him/her to deal with everyday situations with predictable content, though he/she will generally have to compromise the message and search for words.
Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. Can use basic sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc.. Has a limited repertoire of short memorised phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations.
Can pick out and reproduce key words and phrases or short sentences from a short text within the learner’s limited competence and experience.
Can copy out short texts in printed or clearly hand-written format.
Can use an inadequate word from his repertoire and use gesture to clarify what he/she wants to say.
Can identify what he/she means by pointing to it (e.g. "I'd like this, please).
Can recall and rehearse an appropriate set of phrases from his repertoire.
Can ask very simply for repetition when he/she does not understand. Can ask for clarification about key words or phrases not understood using stock phrases.
Can say he/she didn't follow.
Can indicate when he/she is following.
Can use simple techniques to start, maintain, or end a short conversation. Can initiate, maintain and close simple, face-to-face conversation.
Can ask for attention.
Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context.
Can write about everyday aspects of his environment e.g. people, places, a job or study experience in linked sentences. Can write very short, basic descriptions of events, past activities and personal experiences.
Can write a series of simple phrases and sentences about their family, living conditions, educational background, present or most recent job. Can write short, simple imaginary biographies and simple poems about people.
Can write a series of simple phrases and sentences linked with simple connectors like “and", “but” and “because”.
Can give a short, rehearsed presentation on a topic pertinent to his everyday life, briefly give reasons and explanations for opinions, plans and actions. Can cope with a limited number of straightforward follow up questions.
Can give a short, rehearsed, basic presentation on a familiar subject. Can answer straightforward follow up questions if he/she can as for repetition and if some help with the formulation of his reply is possible.
Can deliver very short, rehearsed announcements of predictable, learnt content which are intelligible to listeners who are prepared to concentrate.
Can tell a story or describe something in a simple list of points.
Can describe everyday aspects of his environment e.g. people, places, a job or study experience.
Can give short, basic descriptions of events and activities.
Can describe plans and arrangements, habits and routines, past activities and personal experiences.
Can use simple descriptive language to make brief statements about and compare objects and possessions. Can explain what he/she likes or dislikes about something.
Can describe his/her family, living conditions, educational background, present or most recent job. Can describe people, places and possessions in simple terms.
Can give a simple description or presentation of people, living or working conditions, daily routines. likes/dislikes etc. as a short series of simple phrases and sentences linked into a list.
Can take a short, simple message provided he/she can ask for repetition and reformulation.
Can write short, simple notes and messages relating to matters in areas of immediate need.
Can write very simple personal letters expressing thanks and apology.
Can write short, simple formulaic notes relating to matters in areas of immediate need.
Can make him/herself understood in an interview and communicating ideas and information on familiar topics, provided he/she can ask for clarification occasionally, and is given some help to express what he/she wants to.
Can answer simple questions and respond to simple statements in an interview.
Can understand enough to manage simple, routine exchanges without undue effort.
Can deal with practical everyday demands: finding out and passing on straightforward factual information.
Can ask and answer questions about habits and routines.
Can ask and answer questions about pastimes and past activities.
Can give and follow simple directions and instructions e.g. explain how to get somewhere.
Can communicate in simple and routine tasks requiring a simple and direct exchange of information.
Can exchange limited information on familiar and routine operational matters.
Can ask and answer questions about what they do at work and in free time.
Can ask for and give directions referring to a map or plan.
Can ask for and provide personal information.
Can deal with common aspects of everyday living such as travel, lodgings, eating and shopping.
Can get all the information needed from a tourist office, as long as it is of a straightforward, non-specialised nature.
Can ask for and provide everyday goods and services.
Can get simple information about travel, use public transport: buses, trains, and taxis, ask and give directions, and buy tickets.
Can ask about things and make simple transactions in shops, post offices or banks. Can give and receive information about quantities, numbers, prices etc.
Can make simple purchases by stating what is wanted and asking the price.
Can order a meal.
Can understand enough to manage simple, routine tasks without undue effort, asking very simply for repetition when he/she does not understand.
Can discuss what to do next, making and responding to suggestions, asking for and giving directions.
Can indicate when he/she is following and can be made to understand what is necessary, if the speaker takes the trouble.
Can communicate in simple and routine tasks using simple phrases to ask for and provide things, to get simple information and to discuss what to do next.
Can generally follow changes of topic in formal discussion related to his/her field which is conducted slowly and clearly.
Can exchange relevant information and give his/her opinion on practical problems when asked directly, provided he/she receives some help with formulation and can ask for repetition of key points if necessary.
Can say what he/she thinks about things when addressed directly in a formal meeting, provided he/she can ask for repetition of key points if necessary.
Can generally identify the topic of discussion around her which is conducted slowly and clearly.
Can discuss what to do in the evening, at the weekend.
Can make and respond to suggestions. Can agree and disagree with others.
Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly.
Can discuss what to do, where to go and make arrangements to meet.
Can establish social contact: greetings and farewells; introductions; giving thanks. Can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time. Can participate in short conversations in routine contexts on topics of interest.
Can express how he/she feels in simple terms, and express thanks.
Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord, though he/she can be made to understand if the speaker will take the trouble.
Can use simple everyday polite forms of greeting and address.
Can make and respond to invitations, invitations and apologies.
Can say what he/she likes and dislikes.
Can understand enough to manage simple, routine exchanges without undue effort. Can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time.
Can understand what is said clearly, slowly and directly to him/her in simple everyday conversation; can be made to understand, if the speaker can take the trouble.
Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary.
Can manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations.
Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time.
Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord.
Can understand regulations, for example safety, when expressed in simple language.
Can understand simple instructions on equipment encountered in everyday life - such as a public telephone.
Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events.
Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables.
Can locate specific information in lists and isolate the information required (e.g. use the "Yellow Pages" to find a service or tradesman).
Can understand everyday signs and notices: in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings.
Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation etc.) on familiar topics.
Can understand short simple personal letters.
Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language.
Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
Can identify the main point of TV news items reporting events, accidents etc. where the visual supports the commentary. Can follow changes of topic of factual TV news items, and form an idea of the main content.
Can understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.
Can catch the main point in short, clear, simple messages and announcement. Can understand simple directions relating to how to get from X to Y, by foot or public transport.
Can generally identify the topic of discussion around her that is conducted slowly and clearly.
Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated.
Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated.
Grammar
Adverbs
Broader range of intensifiers such
as too, enough
Comparatives and superlatives
Complex question tags
Conditionals, 2nd and 3rd
Connecting words expressing
cause and effect, contrast etc.
Future continuous
Modals - must/can’t deduction
Modals – might, may, will, probably
Modals – should have/might have/etc
Modals: must/have to
Past continuous
Past perfect
Past simple
Past tense responses
Phrasal verbs, extended
Present perfect continuous
Present perfect/past simple
Reported speech (range of tenses)
Simple passive
Wh- questions in the past
Will and going to, for prediction
Speaking
The ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information.
Can ask to open an account at a bank, provided that the procedure is straightforward.
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 while traveling in an area where the language is spoken.
Can produce simple connected text on topics that are familiar or of personal interest.
Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
Can show visitors around and give a detailed description of a place.
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.
Adverbs
Broader range of intensifiers such
as too, enough
Comparatives and superlatives
Complex question tags
Conditionals, 2nd and 3rd
Connecting words expressing
cause and effect, contrast etc.
Future continuous
Modals - must/can’t deduction
Modals – might, may, will, probably
Modals – should have/might have/etc
Modals: must/have to
Past continuous
Past perfect
Past simple
Past tense responses
Phrasal verbs, extended
Present perfect continuous
Present perfect/past simple
Reported speech (range of tenses)
Simple passive
Wh- questions in the past
Will and going to, for prediction
Speaking
The ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information.
Can ask to open an account at a bank, provided that the procedure is straightforward.
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 while traveling in an area where the language is spoken.
Can produce simple connected text on topics that are familiar or of personal interest.
Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
Can show visitors around and give a detailed description of a place.
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.
Grammar
Adjectives and adverbs
Future continuous
Future perfect
Future perfect continuous
Mixed conditionals
Modals – can’t have, needn’t have
Modals of deduction and speculation
Narrative tenses
Passives
Past perfect
Past perfect continuous
Phrasal verbs, extended
Relative clauses
Reported speech
Will and going to, for prediction
Wish
Would expressing habits, in the past
SPOKEN FLUENCY
Can show visitors around and give a detailed description of a place.
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 produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without imposing strain on either party.
Can communicate spontaneously, often showing remarkable fluency and ease of expression in even longer complex stretches of speech.
Can pass on detailed information reliably.
Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some "jumpiness" in a long contribution.
Can use a variety of linking words efficiently to mark clearly the relationships between ideas.
Can develop a clear description or narrative, expanding and supporting his/her main points with relevant supporting detail and examples.
Can intervene appropriately in discussion, exploiting appropriate language to do so. Can initiate, maintain and end discourse appropriately with effective turntaking. Can initiate discourse, take his turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. Can use stock phrases (e.g. "That's a difficult question to answer") to gain time and keep the turn whilst formulating what to say.
Can adjust what he/she says and the means of expressing it to the situation and the recipient and adopt a level of formality appropriate to the circumstances.
Can adjust to the changes of direction, style and emphasis normally found in conversation. Can vary formulation of what he/she wants to say.
Can express him- or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned.
Can with some effort keep up with and contribute to group discussions even when speech is fast and colloquial. Can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker. Can express him or herself appropriately in situations and avoid crass errors of formulation.
Can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence.
Has a clear, natural, pronunciation and intonation.
Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication.
Good grammatical control. Occasional "slips" or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. Shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding.
Has a good range of vocabulary for matters connected to his field and most general topics? Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.
Can express him/herself clearly and without much sign of having to restrict what he/she wants to say. Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to do so.
Can summarise a wide range of factual and imaginative texts, commenting on and discussing contrasting points of view and the main themes. Can summarise extracts from news items, interviews or documentaries containing opinions, argument and discussion. Can summarise the plot and sequence of events in a film or play.
Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike him/her as important, even though he/she tends to concentrate on the words themselves and therefore to miss some information.
Can correct slips and errors if he/she becomes conscious of them or if they have led to misunderstandings. Can make a note of "favourite mistakes" and consciously monitor speech for it/them.
Can use circumlocution and paraphrase to cover gaps in vocabulary and structure.
Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can rehearse and try out new combinations and expressions, inviting feedback.
Can ask follow up questions to check that he/she has understood what a speaker intended to say, and get clarification of ambiguous points.
Can give feedback on and follow up statements and inferences and so help the development of the discussion. Can help the discussion along on familiar ground, confirming comprehension, inviting others in, etc.
Can intervene appropriately in discussion, exploiting appropriate language to do so. Can initiate, maintain and end discourse appropriately with effective turntaking. Can initiate discourse, take his turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. Can use stock phrases (e.g. "That's a difficult question to answer") to gain time and keep the turn whilst formulating what to say.
Can use a variety of strategies to achieve comprehension, including listening for main points; checking comprehension by using contextual clues.
Can write an essay or report that develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail. Can evaluate different ideas or solutions to a problem. Can write an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options. Can synthesise information and arguments from a number of sources.
Can write clear, detailed descriptions of real or imaginary events and experiences marking the relationship between ideas in clear connected text, and following established conventions of the genre concerned. Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. Can write a review of a film, book or play.
Can write clear, detailed texts on a variety of subjects related to his field of interest, synthesising and evaluating information and arguments from a number of sources.
Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. Can depart spontaneously from a prepared text and follow up interesting points raised by members of the audience, often showing remarkable fluency and ease of expression. Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options. Can take a series of follow up questions with a degree of fluency and spontaneity which poses no strain for either him/herself or the audience.
Can deliver announcements on most general topics with a degree of clarity, fluency and spontaneity which causes no strain or inconvenience to the listener.
Can develop a clear argument, expanding and supporting his/her points of view at some length with subsidiary points and relevant examples. Can construct a chain of reasoned argument: Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Can give clear, detailed descriptions on a wide range of subjects related to his field of interest.
Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples.
Can write letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent's news and views.
Can express news and views effectively in writing, and relate to those of others.
Can carry out an effective, fluent interview, departing spontaneously from prepared questions, following up and probing interesting replies. Can take initiatives in an interview, expand and develop ideas with little help or prodding from an interviewer.
Can understand and exchange complex information and advice on the full range of matters related to his/her occupational role. Can pass on detailed information reliably. Can give a clear, detailed description of how to carry out a procedure. Can synthesise and report information and arguments from a number of sources.
Can cope linguistically to negotiate a solution to a dispute like an undeserved traffic ticket, financial responsibility for damage in a flat, for blame regarding an accident. Can outline a case for compensation, using persuasive language to demand satisfaction and state clearly the limits to any concession he/she is prepared to make. Can explain a problem which has arisen and make it clear that the provider of the service/customer must make a concession.
Can understand detailed instructions reliably. Can help along the progress of the work by inviting others to join in, say what they think etc. Can outline an issue or a problem clearly, speculating about causes or consequences, and weighing advantages and disadvantages of different approaches.
Can keep up with an animated discussion, identifying accurately arguments supporting and opposing points of view. Can express his/her ideas and opinions with precision, present and respond to complex lines of argument convincingly. Can participate actively in routine and non routine formal discussion. Can follow the discussion on matters related to his/her field, understand in detail the points given prominence by the speaker. Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and respond to hypotheses.
Can keep up with an animated discussion between native speakers Can express his/her ideas and opinions with precision, present and respond to complex lines of argument convincingly. Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses. Can with some effort catch much of what is said around him/her in discussion, but may find it difficult to participate effectively in discussion with several native speakers who do not modify their language in any way. Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments.
Can engage in extended conversation on most general topics in a clearly participatory fashion, even in a noisy environment. Can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker. Can convey degrees of emotion and highlight the personal significance of events and experiences.
Can understand in detail what is said to him/her in the standard spoken language even in a noisy environment.
Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say, adopting a level of formality appropriate to the circumstances. Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with native speakers quite possible without imposing strain on either party. Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments.
Can understand lengthy, complex instructions in his field, including details on conditions and warnings, provided he/she can reread difficult sections.
Can obtain information, ideas and opinions from highly specialised sources within his/her field. Can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.
Can scan quickly through long and complex texts, locating relevant details. Can quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile.
Can read correspondence relating to his/her field of interest and readily grasp the essential meaning.
Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms.
Can understand most TV news and current affairs programmes. Can understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect.
Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. Can understand most radio documentaries and most other recorded or broadcast audio material delivered in standard dialect and can identify the speaker's mood, tone etc.
Can understand announcements and messages on concrete and abstract topics spoken in standard dialect at normal speed.
Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex.
Can keep up with an animated conversation between native speakers. Can with some effort catch much of what is said around him/her, but may find it difficult to participate effectively in discussion with several native speakers who do not modify their language in any way.
Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand. Can understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a standard dialect, including technical discussions in his/her field of specialisation. Can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is sign-posted by explicit markers.
Adjectives and adverbs
Future continuous
Future perfect
Future perfect continuous
Mixed conditionals
Modals – can’t have, needn’t have
Modals of deduction and speculation
Narrative tenses
Passives
Past perfect
Past perfect continuous
Phrasal verbs, extended
Relative clauses
Reported speech
Will and going to, for prediction
Wish
Would expressing habits, in the past
SPOKEN FLUENCY
Can show visitors around and give a detailed description of a place.
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 produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without imposing strain on either party.
Can communicate spontaneously, often showing remarkable fluency and ease of expression in even longer complex stretches of speech.
Can pass on detailed information reliably.
Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some "jumpiness" in a long contribution.
Can use a variety of linking words efficiently to mark clearly the relationships between ideas.
Can develop a clear description or narrative, expanding and supporting his/her main points with relevant supporting detail and examples.
Can intervene appropriately in discussion, exploiting appropriate language to do so. Can initiate, maintain and end discourse appropriately with effective turntaking. Can initiate discourse, take his turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. Can use stock phrases (e.g. "That's a difficult question to answer") to gain time and keep the turn whilst formulating what to say.
Can adjust what he/she says and the means of expressing it to the situation and the recipient and adopt a level of formality appropriate to the circumstances.
Can adjust to the changes of direction, style and emphasis normally found in conversation. Can vary formulation of what he/she wants to say.
Can express him- or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned.
Can with some effort keep up with and contribute to group discussions even when speech is fast and colloquial. Can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker. Can express him or herself appropriately in situations and avoid crass errors of formulation.
Can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence.
Has a clear, natural, pronunciation and intonation.
Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication.
Good grammatical control. Occasional "slips" or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. Shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding.
Has a good range of vocabulary for matters connected to his field and most general topics? Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.
Can express him/herself clearly and without much sign of having to restrict what he/she wants to say. Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to do so.
Can summarise a wide range of factual and imaginative texts, commenting on and discussing contrasting points of view and the main themes. Can summarise extracts from news items, interviews or documentaries containing opinions, argument and discussion. Can summarise the plot and sequence of events in a film or play.
Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike him/her as important, even though he/she tends to concentrate on the words themselves and therefore to miss some information.
Can correct slips and errors if he/she becomes conscious of them or if they have led to misunderstandings. Can make a note of "favourite mistakes" and consciously monitor speech for it/them.
Can use circumlocution and paraphrase to cover gaps in vocabulary and structure.
Can plan what is to be said and the means to say it, considering the effect on the recipient/s. Can rehearse and try out new combinations and expressions, inviting feedback.
Can ask follow up questions to check that he/she has understood what a speaker intended to say, and get clarification of ambiguous points.
Can give feedback on and follow up statements and inferences and so help the development of the discussion. Can help the discussion along on familiar ground, confirming comprehension, inviting others in, etc.
Can intervene appropriately in discussion, exploiting appropriate language to do so. Can initiate, maintain and end discourse appropriately with effective turntaking. Can initiate discourse, take his turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. Can use stock phrases (e.g. "That's a difficult question to answer") to gain time and keep the turn whilst formulating what to say.
Can use a variety of strategies to achieve comprehension, including listening for main points; checking comprehension by using contextual clues.
Can write an essay or report that develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail. Can evaluate different ideas or solutions to a problem. Can write an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options. Can synthesise information and arguments from a number of sources.
Can write clear, detailed descriptions of real or imaginary events and experiences marking the relationship between ideas in clear connected text, and following established conventions of the genre concerned. Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. Can write a review of a film, book or play.
Can write clear, detailed texts on a variety of subjects related to his field of interest, synthesising and evaluating information and arguments from a number of sources.
Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. Can depart spontaneously from a prepared text and follow up interesting points raised by members of the audience, often showing remarkable fluency and ease of expression. Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options. Can take a series of follow up questions with a degree of fluency and spontaneity which poses no strain for either him/herself or the audience.
Can deliver announcements on most general topics with a degree of clarity, fluency and spontaneity which causes no strain or inconvenience to the listener.
Can develop a clear argument, expanding and supporting his/her points of view at some length with subsidiary points and relevant examples. Can construct a chain of reasoned argument: Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Can give clear, detailed descriptions on a wide range of subjects related to his field of interest.
Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples.
Can write letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent's news and views.
Can express news and views effectively in writing, and relate to those of others.
Can carry out an effective, fluent interview, departing spontaneously from prepared questions, following up and probing interesting replies. Can take initiatives in an interview, expand and develop ideas with little help or prodding from an interviewer.
Can understand and exchange complex information and advice on the full range of matters related to his/her occupational role. Can pass on detailed information reliably. Can give a clear, detailed description of how to carry out a procedure. Can synthesise and report information and arguments from a number of sources.
Can cope linguistically to negotiate a solution to a dispute like an undeserved traffic ticket, financial responsibility for damage in a flat, for blame regarding an accident. Can outline a case for compensation, using persuasive language to demand satisfaction and state clearly the limits to any concession he/she is prepared to make. Can explain a problem which has arisen and make it clear that the provider of the service/customer must make a concession.
Can understand detailed instructions reliably. Can help along the progress of the work by inviting others to join in, say what they think etc. Can outline an issue or a problem clearly, speculating about causes or consequences, and weighing advantages and disadvantages of different approaches.
Can keep up with an animated discussion, identifying accurately arguments supporting and opposing points of view. Can express his/her ideas and opinions with precision, present and respond to complex lines of argument convincingly. Can participate actively in routine and non routine formal discussion. Can follow the discussion on matters related to his/her field, understand in detail the points given prominence by the speaker. Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and respond to hypotheses.
Can keep up with an animated discussion between native speakers Can express his/her ideas and opinions with precision, present and respond to complex lines of argument convincingly. Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses. Can with some effort catch much of what is said around him/her in discussion, but may find it difficult to participate effectively in discussion with several native speakers who do not modify their language in any way. Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments.
Can engage in extended conversation on most general topics in a clearly participatory fashion, even in a noisy environment. Can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker. Can convey degrees of emotion and highlight the personal significance of events and experiences.
Can understand in detail what is said to him/her in the standard spoken language even in a noisy environment.
Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say, adopting a level of formality appropriate to the circumstances. Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with native speakers quite possible without imposing strain on either party. Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments.
Can understand lengthy, complex instructions in his field, including details on conditions and warnings, provided he/she can reread difficult sections.
Can obtain information, ideas and opinions from highly specialised sources within his/her field. Can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.
Can scan quickly through long and complex texts, locating relevant details. Can quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile.
Can read correspondence relating to his/her field of interest and readily grasp the essential meaning.
Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms.
Can understand most TV news and current affairs programmes. Can understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect.
Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. Can understand most radio documentaries and most other recorded or broadcast audio material delivered in standard dialect and can identify the speaker's mood, tone etc.
Can understand announcements and messages on concrete and abstract topics spoken in standard dialect at normal speed.
Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex.
Can keep up with an animated conversation between native speakers. Can with some effort catch much of what is said around him/her, but may find it difficult to participate effectively in discussion with several native speakers who do not modify their language in any way.
Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand. Can understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a standard dialect, including technical discussions in his/her field of specialisation. Can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is sign-posted by explicit markers.
Grammar
Futures (revision)
Inversion with negative adverbials
Mixed conditionals in past, present and future
Modals in the past
Narrative tenses for experience,
incl. passive
Passive forms,
allPhrasal verbs, especially splitting
Wish/if only regrets
SPOKEN FLUENCY
Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language.
Can qualify opinions and statements precisely in relation to degrees of, for example, certainty/ uncertainty, belief/doubt, likelihood etc.
Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices.
Can give elaborate descriptions and narratives, integrating sub themes, developing particular points and rounding off with an appropriate conclusion.
Can select a suitable phrase from a readily available range of discourse functions to preface his remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking.
Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts; may, however, need to confirm occasional details, especially if the accent is unfamiliar. Can follow films employing a considerable degree of slang and idiomatic usage. Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.
Layout, paragraphing and punctuation are consistent and helpful. Spelling is accurate, apart from occasional slips of the pen.
Can vary intonation and place sentence stress correctly in order to express finer shades of meaning.
Occasional minor slips, but no significant vocabulary errors.
Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot.
Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions; little obvious searching for expressions or avoidance strategies. Good command of idiomatic expressions and colloquialisms.
Can select an appropriate formulation from a broad range of language to express him/herself clearly, without having to restrict what he/she wants to say.
Can summarise long, demanding texts.
Can take detailed notes during a lecture on topics in his/her field of interest, recording the information so accurately and so close to the original that the notes could also be useful to other people.
Can backtrack when he/she encounters a difficulty and reformulate what he/she wants to say without fully interrupting the flow of speech.
Can relate own contribution skillfully to those of other speakers.
Can select a suitable phrase from a readily available range of discourse functions to preface his remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking.
Is skilled at using contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate what will come next.
Can write clear, well-structured expositions of complex subjects, underlining the relevant salient issues. Can expand and support points of view at some length with subsidiary points, reasons and relevant examples.
Can write clear, detailed, well-structured and developed descriptions and imaginative texts in an assured, personal, natural style appropriate to the reader in mind.
Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion.
Can give a clear, well-structured presentation of a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples. Can handle interjections well, responding spontaneously and almost effortlessly.
Can deliver announcements fluently, almost effortlessly, using stress and intonation to convey finer shades of meaning precisely.
Can give clear, detailed descriptions of complex subjects. Can give elaborate descriptions and narratives, integrating sub themes, developing particular points and rounding off with an appropriate conclusion.
Can give clear, detailed descriptions and presentations on complex subjects, integrating sub themes, developing particular points and rounding off with an appropriate conclusion.
Can express him/herself with clarity and precision in personal correspondence, using language flexibly and effectively, including emotional, allusive and joking usage.
Can express him/herself with clarity and precision, relating to the addressee flexibly and effectively.
Can participate fully in an interview, as either interviewer or interviewee, expanding and developing the point being discussed fluently without any support, and handling interjections well.
Can easily keep up with the debate, even on abstract, complex unfamiliar topics. Can argue a formal position convincingly, responding to questions and comments and answering complex lines of counter argument fluently, spontaneously and appropriately.
Can easily follow and contribute to complex interactions between third parties in group discussion even on abstract, complex unfamiliar topics.
Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.
Can understand in detail speech on abstract and complex topics of a specialist nature beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar.
Can express him/herself fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language.
Can understand in detail lengthy, complex instructions on a new machine or procedure, whether or not the instructions relate to his/her own area of speciality, provided he/she can reread difficult sections.
Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions.
Can understand any correspondence given the occasional use of a dictionary.
Can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of speciality, provided he/she can reread difficult sections.
Can follow films employing a considerable degree of slang and idiomatic usage.
Can understand a wide range of recorded and broadcast audio material, including some non-standard usage, and identify finer points of detail including implicit attitudes and relationships between speakers.
Can extract specific information from poor quality, audibly distorted public announcements e.g. in a station, sports stadium etc. Can understand complex technical information, such as operating instructions, specifications for familiar products and services.
Can follow most lectures, discussions and debates with relative ease.
Can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics.
Can understand enough to follow extended speech on abstract and complex topics beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar. Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts. Can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly.
Futures (revision)
Inversion with negative adverbials
Mixed conditionals in past, present and future
Modals in the past
Narrative tenses for experience,
incl. passive
Passive forms,
allPhrasal verbs, especially splitting
Wish/if only regrets
SPOKEN FLUENCY
Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language.
Can qualify opinions and statements precisely in relation to degrees of, for example, certainty/ uncertainty, belief/doubt, likelihood etc.
Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices.
Can give elaborate descriptions and narratives, integrating sub themes, developing particular points and rounding off with an appropriate conclusion.
Can select a suitable phrase from a readily available range of discourse functions to preface his remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking.
Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts; may, however, need to confirm occasional details, especially if the accent is unfamiliar. Can follow films employing a considerable degree of slang and idiomatic usage. Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.
Layout, paragraphing and punctuation are consistent and helpful. Spelling is accurate, apart from occasional slips of the pen.
Can vary intonation and place sentence stress correctly in order to express finer shades of meaning.
Occasional minor slips, but no significant vocabulary errors.
Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot.
Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions; little obvious searching for expressions or avoidance strategies. Good command of idiomatic expressions and colloquialisms.
Can select an appropriate formulation from a broad range of language to express him/herself clearly, without having to restrict what he/she wants to say.
Can summarise long, demanding texts.
Can take detailed notes during a lecture on topics in his/her field of interest, recording the information so accurately and so close to the original that the notes could also be useful to other people.
Can backtrack when he/she encounters a difficulty and reformulate what he/she wants to say without fully interrupting the flow of speech.
Can relate own contribution skillfully to those of other speakers.
Can select a suitable phrase from a readily available range of discourse functions to preface his remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking.
Is skilled at using contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate what will come next.
Can write clear, well-structured expositions of complex subjects, underlining the relevant salient issues. Can expand and support points of view at some length with subsidiary points, reasons and relevant examples.
Can write clear, detailed, well-structured and developed descriptions and imaginative texts in an assured, personal, natural style appropriate to the reader in mind.
Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion.
Can give a clear, well-structured presentation of a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples. Can handle interjections well, responding spontaneously and almost effortlessly.
Can deliver announcements fluently, almost effortlessly, using stress and intonation to convey finer shades of meaning precisely.
Can give clear, detailed descriptions of complex subjects. Can give elaborate descriptions and narratives, integrating sub themes, developing particular points and rounding off with an appropriate conclusion.
Can give clear, detailed descriptions and presentations on complex subjects, integrating sub themes, developing particular points and rounding off with an appropriate conclusion.
Can express him/herself with clarity and precision in personal correspondence, using language flexibly and effectively, including emotional, allusive and joking usage.
Can express him/herself with clarity and precision, relating to the addressee flexibly and effectively.
Can participate fully in an interview, as either interviewer or interviewee, expanding and developing the point being discussed fluently without any support, and handling interjections well.
Can easily keep up with the debate, even on abstract, complex unfamiliar topics. Can argue a formal position convincingly, responding to questions and comments and answering complex lines of counter argument fluently, spontaneously and appropriately.
Can easily follow and contribute to complex interactions between third parties in group discussion even on abstract, complex unfamiliar topics.
Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.
Can understand in detail speech on abstract and complex topics of a specialist nature beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar.
Can express him/herself fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language.
Can understand in detail lengthy, complex instructions on a new machine or procedure, whether or not the instructions relate to his/her own area of speciality, provided he/she can reread difficult sections.
Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions.
Can understand any correspondence given the occasional use of a dictionary.
Can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of speciality, provided he/she can reread difficult sections.
Can follow films employing a considerable degree of slang and idiomatic usage.
Can understand a wide range of recorded and broadcast audio material, including some non-standard usage, and identify finer points of detail including implicit attitudes and relationships between speakers.
Can extract specific information from poor quality, audibly distorted public announcements e.g. in a station, sports stadium etc. Can understand complex technical information, such as operating instructions, specifications for familiar products and services.
Can follow most lectures, discussions and debates with relative ease.
Can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics.
Can understand enough to follow extended speech on abstract and complex topics beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar. Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts. Can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly.
SPOKEN FLUENCY
Can express him/herself at length with a natural, effortless, unhesitating flow. Pauses only to reflect on precisely the right words to express his/her thoughts or to find an appropriate example or explanation.
Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of qualifying devices (e.g. adverbs expressing degree, clauses expressing limitations). Can give emphasis, differentiate and eliminate ambiguity.
Can create coherent and cohesive text making full and appropriate use of a variety of organisational patterns and a wide range of cohesive devices.
Shows great flexibility reformulating ideas in differing linguistic forms to give emphasis, to differentiate according to the situation, interlocutor etc. and to eliminate ambiguity.
Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning Appreciates fully the sociolinguistic and sociocultural implications of language used by native speakers and can react accordingly Can mediate effectively between speakers of the target language and that of his/her community of origin taking account of sociocultural and sociolinguistic differences.
Writing is orthographically free of error.
Consistently correct and appropriate use of vocabulary.
Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others’ reactions).
Has a good command of a very broad lexical repertoire including idiomatic expressions and colloquialisms; shows awareness of connotative levels of meaning.
Can exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity.
No signs of having to restrict what he/she wants to say.
Can summarise information from different sources, reconstructing arguments and accounts in a coherent presentation of the overall result.
Is aware of the implications and allusions of what is said and can make notes on them as well as on the actual words used by the speaker.
Can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it.
Can substitute an equivalent term for a word he/she can't recall so smoothly that it is scarcely noticeable.
Can produce clear, smoothly flowing, complex reports, articles or essays which present a case, or give critical appreciation of proposals or literary works. Can provide an appropriate and effective logical structure which helps the reader to find significant points.
Can write clear, smoothly flowing, and fully engrossing stories and descriptions of experience in a style appropriate to the genre adopted.
Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader to find significant points.
Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience's needs. Can handle difficult and even hostile questioning.
Can give clear, smoothly flowing, elaborate and often memorable descriptions.
Can produce clear, smoothly flowing well-structured speech with an effective logical structure which helps the recipient to notice and remember significant points.
Can keep up his/her side of the dialogue extremely well, structuring the talk and interacting authoritatively with complete fluency as interviewer or interviewee, at no disadvantage to a native speaker.
Can hold his/her own in formal discussion of complex issues, putting an articulate and persuasive argument, at no disadvantage to native speakers.
Can converse comfortably and appropriately, unhampered by any linguistic limitations in conducting a full social and personal life.
Can understand any native speaker interlocutor, even on abstract and complex topics of a specialist nature beyond his/her own field, given an opportunity to adjust to a non-standard accent or dialect.
Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices. Can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it.
Can understand and interpret critically virtually all forms of the written language including abstract, structurally complex, or highly colloquial literary and non-literary writings. Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning.
Can follow specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology.
Has no difficulty in understanding any kind of spoken language, whether live or broadcast, delivered at fast native speed.
Can express him/herself at length with a natural, effortless, unhesitating flow. Pauses only to reflect on precisely the right words to express his/her thoughts or to find an appropriate example or explanation.
Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of qualifying devices (e.g. adverbs expressing degree, clauses expressing limitations). Can give emphasis, differentiate and eliminate ambiguity.
Can create coherent and cohesive text making full and appropriate use of a variety of organisational patterns and a wide range of cohesive devices.
Shows great flexibility reformulating ideas in differing linguistic forms to give emphasis, to differentiate according to the situation, interlocutor etc. and to eliminate ambiguity.
Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning Appreciates fully the sociolinguistic and sociocultural implications of language used by native speakers and can react accordingly Can mediate effectively between speakers of the target language and that of his/her community of origin taking account of sociocultural and sociolinguistic differences.
Writing is orthographically free of error.
Consistently correct and appropriate use of vocabulary.
Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others’ reactions).
Has a good command of a very broad lexical repertoire including idiomatic expressions and colloquialisms; shows awareness of connotative levels of meaning.
Can exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity.
No signs of having to restrict what he/she wants to say.
Can summarise information from different sources, reconstructing arguments and accounts in a coherent presentation of the overall result.
Is aware of the implications and allusions of what is said and can make notes on them as well as on the actual words used by the speaker.
Can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it.
Can substitute an equivalent term for a word he/she can't recall so smoothly that it is scarcely noticeable.
Can produce clear, smoothly flowing, complex reports, articles or essays which present a case, or give critical appreciation of proposals or literary works. Can provide an appropriate and effective logical structure which helps the reader to find significant points.
Can write clear, smoothly flowing, and fully engrossing stories and descriptions of experience in a style appropriate to the genre adopted.
Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader to find significant points.
Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience's needs. Can handle difficult and even hostile questioning.
Can give clear, smoothly flowing, elaborate and often memorable descriptions.
Can produce clear, smoothly flowing well-structured speech with an effective logical structure which helps the recipient to notice and remember significant points.
Can keep up his/her side of the dialogue extremely well, structuring the talk and interacting authoritatively with complete fluency as interviewer or interviewee, at no disadvantage to a native speaker.
Can hold his/her own in formal discussion of complex issues, putting an articulate and persuasive argument, at no disadvantage to native speakers.
Can converse comfortably and appropriately, unhampered by any linguistic limitations in conducting a full social and personal life.
Can understand any native speaker interlocutor, even on abstract and complex topics of a specialist nature beyond his/her own field, given an opportunity to adjust to a non-standard accent or dialect.
Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices. Can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it.
Can understand and interpret critically virtually all forms of the written language including abstract, structurally complex, or highly colloquial literary and non-literary writings. Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning.
Can follow specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology.
Has no difficulty in understanding any kind of spoken language, whether live or broadcast, delivered at fast native speed.
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+7(978) 243-31-18
или заполнив форму ниже
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Дипломы
МГУ им. М.В. Ломоносова/
Даляньский Технологический Университет, КНР
Даляньский Технологический Университет, КНР
Контакты
Анастасия Анатольевна
Преподаватель китайского и английского
Телефон: +7(978)243-31-18
Email: anastasia.golenok888@gmail.com
ИП Голенок Анастасия Анатольевна
ОГРНИП: 319774600527322
Юридический адрес: 123592, Россия, г. Москва, ул. Кулакова 19
Email: anastasia.golenok888@gmail.com
ИП Голенок Анастасия Анатольевна
ОГРНИП: 319774600527322
Юридический адрес: 123592, Россия, г. Москва, ул. Кулакова 19