CEFR Correlation by Skill

Interchange Fourth Edition Level 2 covers competencies required at Levels A2 to B1 of the Common European Framework of Reference (CEFR).
This table describes the general degree of skill required at Levels A2 and B1.

Skill A2 Competencies B1 Competencies

Speaking I can use a series of phrases and sentences to describe in simple terms my family I can connect phrases in a simple way in order to describe experiences and events,
and other people, living conditions, my educational background and my present or my dreams, hopes and ambitions.
most recent job.
I can briefly give reasons and explanations for opinions and plans.
I can communicate in simple and routine tasks requiring a simple and direct
I can narrate a story or relate the plot of a book or film and describe my reactions.
exchange of information on familiar topics and activities.
I can deal with most situations likely to arise whilst travelling in an area where the
I can handle very short social exchanges, even though I can’t usually understand
language is spoken.
enough to keep the conversation going myself.
I can enter into conversation on topics that are familiar, of personal interest or
pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

Writing I can write short, simple notes and messages relating to matters in areas of I can write simple connected text on topics which are familiar or of personal
immediate need. interest.
I can write a very simple personal letter, for example thanking someone for I can write personal letters describing experiences and impressions.
something.

Listening I can understand phrases and the highest frequency vocabulary related to areas I can understand the main points of clear standard speech on familiar matters
of most immediate personal relevance, (e.g. very basic personal and family regularly encountered in work, school, leisure, etc.
information, shopping, local area, employment).
I can understand the main point of many radio or TV programmes on current affairs
I can catch the main point in short, clear, simple messages and announcements. or topics of personal or professional interest when the delivery is relatively slow
and clear.

Reading I can read very short, simple texts. I can understand texts that consist mainly of high-frequency everyday or job-related
language.
I can find specific, predictable information in simple everyday material such as
advertisements, prospectuses, menus and timetables and I can understand short I can understand the description of events, feelings and wishes in personal letters.
simple personal letters.

The tables which follow show where specific competencies are covered in Interchange Fourth Edition Level 2.

KEY 1.1 = Student’s Book Unit 1, Exercise 1 PC1-2.1 = Units 1–2 Progress Check, Exercise 1 W1.1 = Workbook Unit 1, Exercise 1

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Speaking
Unit 1 to Units 7-8 Progress Check
The language user can: Unit 1 Unit 2 Units 1-2 Unit 3 Unit 4 Units 3-4 Unit 5 Unit 6 Units 5-6 Unit 7 Unit 8 Units 7-8
Progress Progress Progress Progress
Check Check Check Check
describe everyday aspects of his/her environment e.g. 2.1 3.1 PC3-4.1
people, places, a job or study experience. (describing W2.1 3.4
experience A2) W2.3 W3.1
W3.4
describe plans and arrangements, habits and routines, 1.6 4.2 PC3-4.3 5.2 PC5-6.2
past activities and personal experiences. (describing 1.7 4.3 5.3
experience A2) 1.8 4.4 W5.1
1.9 4.6 W5.2
W1.1 4.7 W5.3
W1.5 W4.1 W5.8
W1.6 W4.2
W1.8 W4.5
W1.9 W4.8
give straightforward descriptions on a variety of familiar 7.3 8.4 PC7-8.1
subjects within his/her field of interest. (describing 7.4 8.6 PC7-8.3
experience B1) W7.1 8.12
W7.2 W8.1
W7.3 W8.2
W7.4 W8.3
W7.6 W8.8
W7.9 W8.9
W7.10
W7.11
reasonably fluently relate a straightforward narrative or 8.8 PC7-8.5
description as a linear sequence of points. (describing 8.9
experience B1) 8.10
W8.5
W8.6
describe dreams, hopes and ambitions. (describing 3.8 PC3-4.2
experience B1) 3.9
3.10
3.11
W3.5
W3.6
W3.7

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Speaking (continued)

Unit 1 to Units 7–8 Progress Check (continued)

The language user can: Unit 1 Unit 2 Units 1-2 Unit 3 Unit 4 Units 3-4 Unit 5 Unit 6 Units 5-6 Unit 7 Unit 8 Units 7-8
Progress Progress Progress Progress
Check Check Check Check
describe events, real or imagined. (describing experience 8.2
B1)
briefly give reasons and explanations for opinions, plans
and actions. (putting a case B1)
participate in short conversations in routine contexts on 1.1 2.2 PC1-2.1 3.7 4.1 5.1 6.1
topics of interest. (conversation A2) 1.3 2.7 PC1-2.2 W4.6 5.4 6.5
1.5 W2.8 W5.2
1.6 W5.3
1.10
1.12
W1.2
W1.3
W1.7
W1.10
enter unprepared into conversations on familiar topics. 6.7 7.1 8.1
(conversation B1) 7.2 8.3
7.5 8.11
express and respond to feelings such as surprise, W4.7
happiness, sadness, interest and indifference.
(conversation B1)
give or seek personal views and opinions in discussing 2.3 PC1-2.3 3.2 PC3-4.1 W8.10
topics of interest. (informal discussion B1) 2.5 3.3
W2.2 W3.1
W2.3 W3.2
W2.7 W3.3
W3.4
W3.7

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Speaking (continued)

Unit 1 to Units 7–8 Progress Check (continued)

The language user can: Unit 1 Unit 2 Units 1-2 Unit 3 Unit 4 Units 3-4 Unit 5 Unit 6 Units 5-6 Unit 7 Unit 8 Units 7-8
Progress Progress Progress Progress
Check Check Check Check
make his/her opinions and reactions understood as 5.5 PC5-6.2
regards solutions to problems or practical questions of 5.6
where to go, what to do, how to organise an event (e.g. an 5.7
outing). (informal discussion B1) 5.8
5.11
W5.5
W5.6
W5.7
W5.8
express belief, opinion, agreement and disagreement 2.3 PC1-2.3 3.2 PC3-4.1
politely. (informal discussion B1) 2.5 3.3
W3.1
W3.2
W3.3
W3.4
W3.7
discuss what to do next, making and responding to 6.3 PC5-6.3
suggestions, asking for and giving directions. (goal- 6.4 PC5-6.4
oriented co-operation A2) 6.5
6.8
6.9
6.10
W6.1
W6.2
W6.3
W6.4
W6.6
W6.7
W6.8
W6.9
W6.10
make his/her opinions and reactions understood as 2.12 5.5
regards possible solutions or the question of what to do 5.11
next, giving brief reasons and explanations. (goal-oriented
co-operation B1)

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Speaking (continued)

Unit 1 to Units 7–8 Progress Check (continued)

The language user can: Unit 1 Unit 2 Units 1-2 Unit 3 Unit 4 Units 3-4 Unit 5 Unit 6 Units 5-6 Unit 7 Unit 8 Units 7-8
Progress Progress Progress Progress
Check Check Check Check
get all the information needed from a tourist office, as 2.8 PC1-2.4
long as it is of a straightforward, nonspecialised nature. 2.9
(transactions to obtain goods and services A2) 2.10
2.11
W2.5
W2.6
W2.7
ask and answer questions about pastimes and past 1.2 PC1-2.1 4.2 PC3-4.3
activities. (information exchange A2) 1.3 PC1-2.2 4.3
1.5 4.4
1.10 4.6
1.12 4.7
W1.2 W4.1
W1.3 W4.2
W1.7 W4.5
W1.10 W4.8
give and follow simple directions and instructions, e.g. 7.7 PC7-8.2
explain how to get somewhere. (information exchange A2) 7.8
7.9
7.10
W7.8
W7.9
find out and pass on detailed factual information. 2.8 PC1-2.4 4.8 PC3-4.4 5.5
(information exchange B1) 2.9 4.9
2.10 4.10
2.11 4.11
W2.5 4.12
W2.6 W4.4
W2.7

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Speaking (continued)

Unit 9 to Units 15–16 Progress Check

The language user can: Unit 9 Unit 10 Units 9-10 Unit 11 Unit 12 Units 11-12 Unit 13 Unit 14 Units 13-14 Unit 15 Unit 16 Units 15-16
Progress Progress Progress Progress
Check Check Check Check
describe everyday aspects of his/her environment e.g. W10.5
people, places, a job or study experience. (describing W10.9
experience A2) W10.10
describe plans and arrangements, habits and routines,
past activities and personal experiences. (describing
experience A2)

give straightforward descriptions on a variety of familiar 11.3 PC11-12.1 13.8 PC13-14.2 16.5
subjects within his/her field of interest. (describing 11.4 13.9
experience B1) 11.5 13.10
11.7 W13.6
11.8 W13.7
11.9 W13.8
11.11 W13.10
W11.1
W11.2
W11.3
W11.5
W11.6
W11.7
W11.8
W11.10
reasonably fluently relate a straightforward narrative or 9.2 10.8 PC9-10.1 12.2 PC11-12.3 13.11 14.2 16.2 PC15-16.4
description as a linear sequence of points. (describing 9.3 12.3 PC11-12.4 16.3
experience B1) 9.4 12.5 PC11-12.5 16.4
9.6 12.11 16.6
W9.1 W12.1 16.8
W9.2 W12.2 16.9
W9.3 W12.4 16.10
W9.9 W12.6 16.11
W12.10 16.12
W16.1
W16.3
W16.5
W16.6

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Speaking (continued)

Unit 9 to Units 15–16 Progress Check (continued)

The language user can: Unit 9 Unit 10 Units 9-10 Unit 11 Unit 12 Units 11-12 Unit 13 Unit 14 Units 13-14 Unit 15 Unit 16 Units 15-16
Progress Progress Progress Progress
Check Check Check Check
describe dreams, hopes and ambitions. (describing
experience B1)
describe events, real or imagined. (describing experience 12.2 PC11-12.4 13.11 16.2 PC15-16.4
B1) 12.3 PC11-12.5 16.3
12.5 16.4
12.11 16.6
W12.1 16.8
W12.2 16.9
W12.4 16.10
W12.6 16.11
W12.10 16.12
W16.1
W16.3
W16.5
W16.6
briefly give reasons and explanations for opinions, plans 9.9 10.10 PC9-10.2
and actions. (putting a case B1) 9.10 W10.7 PC9-10.4
9.11 W10.8
9.12
W9.5
W9.6
W9.7
W9.8
W9.9
participate in short conversations in routine contexts on
topics of interest. (conversation A2)
enter unprepared into conversations on familiar topics. 9.1 10.1 11.1 12.1 PC11-12.5 13.1 14.1 15.1 16.1
(conversation B1) 9.8 10.9 12.7 13.7 W16.2
12.8
12.9
12.10
12.11
W12.3
W12.7
W12.8
W12.9

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Speaking (continued)

Unit 9 to Units 15–16 Progress Check (continued)

The language user can: Unit 9 Unit 10 Units 9-10 Unit 11 Unit 12 Units 11-12 Unit 13 Unit 14 Units 13-14 Unit 15 Unit 16 Units 15-16
Progress Progress Progress Progress
Check Check Check Check
express and respond to feelings such as surprise, 10.2 PC9-10.4 13.2 W14.2 PC13-14.1
happiness, sadness, interest and indifference. 10.3 13.3 W14.3
(conversation B1) 10.4 13.4 W14.9
10.6 13.6
10.7 13.7
W10.1 W13.1
W10.2 W13.2
W10.3 W13.3
W10.4 W13.4
W13.9
give or seek personal views and opinions in discussing 9.9 10.2 PC9-10.2 13.2 14.3 PC13-14.1 15.2 PC15-16.1
topics of interest. (informal discussion B1) 9.10 10.3 PC9-10.4 13.3 14.4 PC13-14.4 15.3 PC15-16.2
9.11 10.4 13.4 14.5 PC13-14.5 15.5
9.12 10.6 13.6 14.6 15.6
W9.5 10.7 13.7 14.7 15.7
W9.6 10.10 W13.1 W14.1 15.8
W9.7 W10.1 W13.2 W14.2 15.9
W9.8 W10.2 W13.3 W14.4 15.11
W9.9 W10.3 W13.4 W14.5 W15.1
W10.4 W13.9 W14.9 W15.2
W10.7 W15.3
W10.8 W15.5
W15.6
W15.7
W15.8
W15.9
make his/her opinions and reactions understood as 16.6
regards solutions to problems or practical questions of 16.8
where to go, what to do, how to organise an event (e.g. an 16.9
outing). (informal discussion B1) 16.12
W16.7
W16.8
express belief, opinion, agreement and disagreement
politely. (informal discussion B1)

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Speaking (continued)

Unit 9 to Units 15–16 Progress Check (continued)

The language user can: Unit 9 Unit 10 Units 9-10 Unit 11 Unit 12 Units 11-12 Unit 13 Unit 14 Units 13-14 Unit 15 Unit 16 Units 15-16
Progress Progress Progress Progress
Check Check Check Check
discuss what to do next, making and responding to
suggestions, asking for and giving directions. (goal-
oriented co-operation A2)

make his/her opinions and reactions understood as

regards possible solutions or the question of what to do
next, giving brief reasons and explanations. (goal-oriented
co-operation B1)

get all the information needed from a tourist office, as

long as it is of a straightforward, nonspecialised nature.
(transactions to obtain goods and services A2)
ask and answer questions about pastimes and past
activities. (information exchange A2)
give and follow simple directions and instructions, e.g.
explain how to get somewhere. (information exchange A2)
find out and pass on detailed factual information. W11.9 14.8 PC13-14.5
(information exchange B1) 14.9
14.10
W14.3
W14.6
W14.7
W14.8

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Writing
Unit 1 to Units 7-8 Progress Check
The language user can: Unit 1 Unit 2 Units 1-2 Unit 3 Unit 4 Units 3-4 Unit 5 Unit 6 Units 5-6 Unit 7 Unit 8 Units 7-8
Progress Progress Progress Progress
Check Check Check Check
write about everyday aspects of his/her environment, W2.3 3.6 W6.11
e.g. people, places, a job or study experience in linked W2.8 W3.4
sentences. (creative writing A2)
write very short, basic descriptions of events, past 1.8 W5.1 W8.5
activities and personal experiences. (creative writing A2) 1.11
W1.3
W1.8
write straightforward, detailed descriptions on a range of 4.13 W5.9 8.7
familiar subjects within his/her field of interest. (creative W4.4 W8.7
writing B1)

write accounts of experiences, describing feelings and

reactions in simple connected text. (creative writing B1)
write personal letters describing experiences, feelings and 2.6
events in some detail. (correspondence B1)
write notes conveying simple information of immediate 5.10 6.11 7.11
relevance to friends, service people, teachers and others
who feature in his/her everyday life, getting across
comprehensibly the points he/she feels are important.
(notes, messages and forms B1)

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Writing (continued)

Unit 9 to Units 15-16 Progress Check

The language user can: Unit 9 Unit 10 Units 9-10 Unit 11 Unit 12 Units 11-12 Unit 13 Unit 14 Units 13-14 Unit 15 Unit 16 Units 15-16
Progress Progress Progress Progress
Check Check Check Check
write about everyday aspects of his/her environment,
e.g. people, places, a job or study experience in linked
sentences. (creative writing A2)
write very short, basic descriptions of events, past
activities and personal experiences. (creative writing A2)
write straightforward, detailed descriptions on a range of 9.7 11.12 W13.4 W15.4
familiar subjects within his/her field of interest. (creative W13.8
writing B1)

write accounts of experiences, describing feelings and W9.10 12.5 13.13

reactions in simple connected text. (creative writing B1) 12.6
W12.2
W12.6
write personal letters describing experiences, feelings and 15.12
events in some detail. (correspondence B1)
write notes conveying simple information of immediate 10.11 14.12 W15.7
relevance to friends, service people, teachers and others W10.7
who feature in his/her everyday life, getting across
comprehensibly the points he/she feels are important.
(notes, messages and forms B1)

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Listening
Unit 1 to Units 7-8 Progress Check
The language user can: Unit 1 Unit 2 Units 1-2 Unit 3 Unit 4 Units 3-4 Unit 5 Unit 6 Units 5-6 Unit 7 Unit 8 Units 7-8
Progress Progress Progress Progress
Check Check Check Check
generally follow the main points of extended discussion 1.2 2.8 PC1-2.1 3.8 4.2 5.2 6.2
around him/her, provided speech is clearly articulated in 1.4 4.5
standard dialect. (understanding conversation B1)
understand the main points of radio news bulletins and 2.4 3.5 4.11 PC3-4.2 5.9 6.6 PC5-6.1 7.6 8.5 PC7-8.4
simpler recorded material about familiar subjects delivered 7.9
relatively slowly and clearly. (understanding audio media and
recordings B1)

Unit 9 to Units 15-16 Progress Check

The language user can: Unit 9 Unit 10 Units 9-10 Unit 11 Unit 12 Units 11-12 Unit 13 Unit 14 Units 13-14 Unit 15 Unit 16 Units 15-16
Progress Progress Progress Progress
Check Check Check Check
generally follow the main points of extended discussion 9.2 10.2 PC9-10.3 14.3 15.4 16.7 PC15-16.3
around him/her, provided speech is clearly articulated in 10.8 14.11 15.10
standard dialect. (understanding conversation B1)
understand the main points of radio news bulletins and 9.5 10.5 11.2 12.4 PC11-12.2 13.5 PC13-14.3
simpler recorded material about familiar subjects delivered 11.6 13.12
relatively slowly and clearly. (understanding audio media and 11.10
recordings B1)

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Reading
Unit 1 to Units 7-8 Progress Check
The language user can: Unit 1 Unit 2 Units 1-2 Unit 3 Unit 4 Units 3-4 Unit 5 Unit 6 Units 5-6 Unit 7 Unit 8 Units 7-8
Progress Progress Progress Progress
Check Check Check Check
identify specific information in simpler written material 1.13 2.13
he/she encounters such as letters, brochures and short W1.4 W2.4
newspaper articles describing events. (reading for
information and argument A2)

recognise significant points in straightforward newspaper 3.12 4.14 5.12 6.12 7.12 8.13
articles on familiar subjects. (reading for information and W3.8 W4.3 W5.4 W6.5 W7.5 W8.4
argument B1) W7.7

Unit 9 to Units 15-16 Progress Check

The language user can: Unit 9 Unit 10 Units 9-10 Unit 11 Unit 12 Units 11-12 Unit 13 Unit 14 Units 13-14 Unit 15 Unit 16 Units 15-16
Progress Progress Progress Progress
Check Check Check Check
identify specific information in simpler written material
he/she encounters such as letters, brochures and short
newspaper articles describing events. (reading for
information and argument A2)

recognise significant points in straightforward newspaper 9.13 10.12 11.13 12.12 13.14 14.13 15.13 16.13
articles on familiar subjects. (reading for information and W9.4 W10.6 W11.4 W12.5 W13.5 W15.4 W16.4
argument B1)

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