Copyright © Pearson Education Ltd 2010. Publishing as Pearson Longman. All rights reserved.

The Common European Framework (CEF)

What is the CEF? Total English has always had the CEF – or Common European Framework – at its centre, including a ‘can-do’

statement as a clear objective at the start of each lesson. The CEF was created by the Council of Europe, a body

representing 46 countries, which came into being in 1949 as part of a broad look at developing and

standardising social and legal practices across Europe. A key element of this standardisation was language; and

one of the main aims of the CEF document is to provide a common starting point for talking about language and

learning.

The 260-page document aims to grade and define language ability by breaking down that language into

‘communicative competences’. It consists of hundreds of ‘can-do’ statements which define what is necessary in

the language in order to achieve a particular function, in a particular situation, at a particular level of

competence.

What are the CEF levels and the ‘can-do’ statements? The ‘can-do’ statements in the CEF are divided into six different levels: A1 and A2 learners are classified as ‘Basic

Users’, B1 and B2 learners as ‘Independent Users’ and C1 and C2 learners as ‘Proficient Users’. The six books in

the New Total English series correspond clearly to the CEF, as follows:

• Starter – A1

• Elementary – A1 and A2

• Pre-intermediate – A2 and B1

• Intermediate – B1 and B1+

• Upper Intermediate – B1+ and B2

• Advanced – C1

In the CEF, some of the ‘can-do’ statements describe what the language learner can do in general terms,

according to the skill being used, e.g. overall spoken production, overall reading comprehension, etc., for

example:

• from CEF – A2 level: “can interact with reasonable ease in structured situations and short

conversations”.

• from CEF – B1 level: “can read straightforward factual texts on subjects related to his/her field and

interest with a satisfactory level of comprehension”.

Other ‘can-do’ statements are divided into different domains: e.g. study, work, social, etc., for example:

• from CEF – B1 level: “can deal with most situations likely to arise when making travel arrangements

through an agent or when actually travelling, e.g. asking a passenger where to get off for an unfamiliar

destination”.

• from CEF – C1 level: “can take detailed notes during a lecture on topics in his/her field of interest”.

In New Total English, many of the ‘can-do’ statements come directly from the CEF. Others have been simplified

or shortened slightly. In some cases, the authors have created their own ‘can-do’ statements, extending the

range already included in the CEF. Recognising that language learning is not a finite or fixed activity, this creation

of new statements is actively encouraged and in keeping with the spirit behind the CEF.

Copyright © Pearson Education Ltd 2010. Publishing as Pearson Longman. All rights reserved.

Throughout the series, you will find that the same types of ‘can-do’ statements appear more than once at

different levels. The statements are similar, but they include increasing ‘competence’ as the student progresses

through the levels, for example:

• from Elementary Unit 4: “order food in a restaurant”

• from Upper Intermediate Unit 7: “communicate clearly in a restaurant, shop and hairdresser’s”

• from Pre-intermediate Unit 9: “respond to job interview questions”

• from Upper Intermediate Unit 4: “take part in an interview for a job or course”

How have we improved the way the CEF is used in New Total English? When we looked at feedback from teachers, it became clear that the way the CEF is included in Total English

was not only an expected feature, but also a very popular one. Having a clearly-stated goal for each lesson is

very motivating for students. In New Total English, we have built on this positive feedback and endeavoured to

improve the way the ‘can- do’ statements are integrated, in various ways.

• There are now more ‘can-do’ statements: there is a ‘can-do’ statement at the start of each lesson, one

for each Communication page activity and one for each Writing Bank activity.

• The statements themselves are now more closely-aligned to the CEF.

• In many cases, there is a clearer productive outcome at the end of the lesson which is directly related to

the ‘can-do’ statement at the beginning. The authors were careful to ensure that all the lessons have a

clear, purposeful flow from beginning to end.

• Many lessons contain a ‘how to’ box which highlights actual language, generally in useful chunks, which

is relevant to how the students will achieve the ‘can-do’ statement of that lesson. This applies both to

speaking activities in the units and to writing activities in the Writing Bank, for example:

Upper Intermediate Lesson 7.2

o Can do: “explain a problem and request a solution”

o How to: complain about goods and services (e.g. I’d like to complain about…, I’m not prepared to accept

damaged goods…)

o Outcome: doing a roleplay in a hotel or restaurant in which the customer explains a problem and

requests a solution

Upper Intermediate Writing Bank Unit 5

o Can do: “write a report, describing and evaluating your ideas”

o How to: outline arguments and make recommendations (e.g. Installing solar panels would offer many

benefits…, I would strongly recommend this option…)

o Outcome: writing a report

How can you exploit the CEF and the ‘can-do’ statements? In the days before the CEF was used, the ways we talked about levels of language learners were many and

varied, and often rather vague. Definitions of different levels were often linked to popular exams and other

categorisations, but nothing was universal. Using the CEF to define achievement means that we can compare

the levels of language-learners in a much more consistent way. We can choose books and exams in a much more

informed way and pitch the materials we write and use more precisely. We can understand more clearly what a

learner is likely to be able to do, both in a productive and in a receptive way. We can also provide a clearer goal

or outcome for the student, both on a macro level and also on a lesson-by-lesson level.

Copyright © Pearson Education Ltd 2010. Publishing as Pearson Longman. All rights reserved.

As a teacher, you can exploit the ‘can-do’ statements in a number of ways. They are an invaluable tool at the

lesson planning stage, helping to ensure that the aims are clear and always in mind. At the beginning of the

lesson, it can be very useful to point out the ‘can-do’ of today’s lesson, and perhaps highlight it on the board as

an extra focus. Stating a clear goal in this way is very motivating and focuses students clearly on what they are

going to study. Then, at the end of the lesson, students can look back at what they have learned and practised

during the lesson; what they have done in the final ‘outcome’ activity and how this fits in with the ‘can do’

statement. This gives them a sense of achievement in each lesson and a better understanding of their own

learning. As you do this, you can begin to encourage self-reflection; getting students to take responsibility for

looking at the ‘can-do’ statements themselves and thinking about how well they have achieved each one.

At regular intervals, you might want to ask students to look back at several lessons they have studied, and at the

‘can-do’ statements they have therefore achieved. This gives students a clear sense of progression and it can be

especially motivating to notice that they are building on what they can do. For example, in Upper Intermediate,

Lesson 1.2, students can “express your opinion and manage a conversation, in Lesson 3.3, they can “give a clear,

well-prepared talk expressing personal opinions”, in Unit 6 Communication, they can “give your opinions and

justify your choices” and in Lesson 10.1, they can “discuss your opinions and beliefs”.

Each lesson has only one stated ‘can-do’ statement at the beginning of the lesson. However, in reality, there are

often several other ‘implied’ ‘can-do’ statements. As authors, we have focussed on the productive ‘can-do’

statements which relate to the main speaking or writing outcome of the lesson. Each lesson, however, consists

of many different activities and skills. You could begin to point out these other ‘can-do’s to students and make

them aware of the number of varied things they have achieved during a lesson. This is particularly relevant in

relation to the Reading and Listening tasks. For example, in Pre-intermediate Lesson 4.3, the ‘can-do’ statement

is “ask questions in everyday situations”, but students may well also have achieved: “can find and understand

relevant information in everyday material” and “can scan longer texts in order to locate desired information”,

amongst others.

However you use the CEF and the ‘can-do’ statements, we feel sure that you will find them useful. We hope that

your students are motivated and informed by them, and that you enjoy using what New Total English has to

offer.

Araminta Crace