Correlation table between Intelligent Business Intermediate and English for Business Level 2 (CEFR B1/B2)

English for Business Level 2

This qualification is intended for candidates who have achieved a sound understanding of English in a business context, equivalent to Council of Europe A2 (Waystage) level, gained either
through previous learning or employment or both, and who are able to communicate in a familiar business situation effectively, and with only minimal assistance or supervision.

CEFR Level B1
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an
area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions
and briefly give reasons and explanations for opinions and plans

CEFR Level B2
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.

EFB Level
Unit / Page /
2Assessment Syllabus Topics CEFR Description B1 CEFR Description B2 ITEM TYPES Comments
Exercise
Objectives

READING AND WRITING

Candidates should Overall reading comprehension Overall reading Unit1/p.14/WriteItUp These tasks
show they can: • Business letters Can read straightforward factual comprehension Question 1 Unit2/p.22/WriteItUp will give
texts on subjects related to his/her Can read with a large degree of involves an extended Unit3/p.30/WriteItUp students the
• respond • Company leaflets field and interest with a independence, adapting style writing task requiring Unit4/p.40/WriteItUp opportunity to
adequately to satisfactory level of and speed of reading to different candidates to produce: Unit5/p.48/WriteItUp practise writing
given stimulus • Business reports comprehension. texts and purposes, and using a memorandum, an Unit6/p.56/WriteItUp in a variety of
information and appropriate reference sources article, a report, etc, on Unit7/p.66/WriteItUp styles (e-mail,
instruction • Business-related Reading correspondence selectively. Has a broad active a choice of role-related Unit8/p.74/WriteItUp summary,
articles Can understand the description of reading vocabulary, but may topics drawn from Unit9/p.82/WriteItUp letter, report,
• select events, feelings and wishes in experience some difficulty with business and economic Unit10/p.92/WriteItUp recommendati
appropriately • Lists and/or personal letters well enough to low frequency idioms. life. Candidates have to Unit13/p.118/Task3 on, minutes,
from the structured notes correspond regularly with a pen answer 1 question from etc.)
information friend. Reading correspondence a choice of 3.
provided to • Memos Can read correspondence
produce a Reading for orientation relating to his/her field of interest
balanced, • Company notices Can scan longer texts in order to and readily grasp the essential
relevant locate desired information, and meaning.
message gathered information from
different parts of a text, or from Reading for orientation
• write business different texts in order to fulfill a Can scan quickly through long
communication specific task. and complex texts, locating
in a variety of Can find and understand relevant relevant details.
forms including: information in everyday material, Can quickly identify the content
a memo, a such as letters, brochures and and relevance of news items,
short official documents. articles and reports on a wide
 leaflet, a notice, range of Question 2 Unit11/p.100/WriteItUp Students will
a report, an professional topics, deciding involves a letter writing Unit12/p.108/WriteItUp find here also
article, a letter Reading for information and whether closer study is task, where the Unit13/p.115/Writ. an e-mail
argument worthwhile. stimulus is in the form Unit14/p.126/WriteItUp written as a
• summarise from Can identify the main conclusions of an incoming Unit15/p.134/WriteItUp response to
a in clearly signalled argumentative Reading for information and business letter incoming
passage/passa texts. argument business
ges of text to Can recognise the line of Can obtain information, ideas correspondenc
produce, for argument in the treatment of the and options from highly e.
example, a list issue presented, though not specialised sources within
or structured necessarily in detail. Can his/her field.
notes recognise significant points in Can understand specialised Question 3 Unit3/p.24/Read.1 These tasks
straightforward newspaper articles articles outside his/her field, is a reformulation task Unit5/p.42/Read.3 help students
• use a suitable on familiar subjects. provided he/she can use a requiring candidates to Unit11/p.94/Read.1 practise
layout for the dictionary expand, reduce or Unit13/p.112/Read.2 extracting the
form of Reading instructions occasionally to confirm his/her selectively rewrite a main points of
communication Can understand clearly written, interpretation of terminology. passage of English for a longer text in
used straightforward instructions for a Can understand articles and some defined purpose English
piece of equipment. reports concerned with within a given role.
• write with Can understand regulations, for contemporary problems in which Candidates will be
appropriate example safety, when expressed the writers adopt offered tasks that will
levels of clarity, in simple language. particular stances or viewpoints. draw on their ability to
relevance, make notes, or
economy, logic, Overall written production Reading instructions reassemble elements of
accuracy Can write straightforward Can understand lengthy, a text for a specific
connected texts on a range of complex instructions in his field, purpose, which will be
• expand, reduce, familiar subjects within his field of including details on conditions stated.
rewrite, interest, by and warnings,
reassemble linking a series of shorter discrete provided he/she can reread
elements of text elements into a linear sequence. difficult sections.
for a requested
purpose Creative writing Overall written production
Can write straightforward, detailed Can write clear, detailed texts on
• omit irrelevant descriptions on a range of familiar a variety of subjects related to
information subjects within his/her field of his/her field of interest,
interest. synthesising and
• use a suitable Can write accounts of evaluating information and
tone experiences, describing feelings arguments from a number of
and reactions in simple connected sources.
text.
Can write a description of an Creative writing
event, a recent trip – real or Can write clear, detailed
imagined. descriptions of real or imaginary
Can narrate a story. events and experiences,
marking the relationship
Reports and essays between ideas in clear
Can write short, simple essays on connected text, and following
topic of interest. established conventions of the
Can summarise, report and give genre concerned.
his/her opinion about accumulated Can write clear, detailed
factual information on familiar descriptions on a variety of
routine and non-routine matters subjects related to his/her field
within his/her field with some of interest.
confidence.
Can write very brief reports to a
standard conventionalised format,
which pass on routine factual
information and state reasons for
actions.
Can write a review of a film,
book or play.
Reports and essays
Can write an essay or report
which 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.
LISTENING
Candidates should • Personal Overall listening Overall listening Task 1 Review1/p.32/Getting Not all
show they can: information comprehension comprehension (10 questions). things ... activities here
Can understand straightforward Can understand standard Candidates listen to a Unit4/p.39/List.2 are based on
• Travel information factual information about common spoken language, live or recorded question, Unit7/p.65/List.3 listening
• demonstrate everyday or job related topics, broadcast, on both familiar and which has three Review5/p.136/Dealing ... material.
understanding of • Work information identifying both general messages unfamiliar topics normally recorded responses (A, However, they
clear standard and specific details, provided encountered in personal, social, B, C) and candidates give students
speech • Business speech is clearly articulated in a academic or vocational life. Only choose the appropriate practice in
encountered in transactions generally familiar accent. extreme background noise, response. matching
work and Can understand the main points of inadequate discourse structure questions and
everyday • Instructions clear standard speech on familiar and/or idiomatic usage answers.
situations, matters regularly encountered in influences the ability to
including clear work, school, leisure etc., understand.
straightforward • Arrangements including short narratives. Can understand the main ideas
factual Can understand enough to be of propositionally and
information, such able to meet needs of a concrete linguistically complex speech on
as instructions type provided speech is clearly both concrete and abstract Task 2 Unit1/p.13/List.
and directions, and slowly articulated. topics delivered in a standard (20 questions). Unit2/p.19/List.1 Not all
short talks, dialect, including technical Candidates listen to a Unit3/p.28/List.2(1) activities here
announcements, Understanding interaction discussions in his/her field of short conversation or Unit4/p.34/Preview are multiple
and news between native speakers specialisation. announcement. They Unit4/p.37/List.1 choice but
bulletins. Can generally follow the main Can follow extended speech and then read a question Unit5/p.42/List.1 they might
points of extended discussion complex lines of argument about what they have Unit6/p.54/List.1 give students
around him/her, provided speech provided the topic is reasonably heard, with 4 possible Unit7/p.64/List.2 practice in
is clearly articulated in standard familiar, answers (A, B, C, D). Unit8/p.68/List.1 listening for
dialect. and the direction of the talk is They have to choose Unit8/p.69/List.2 detail.
sign-posted by explicit markers. the correct answer. Unit9/p.80/List.2
Unit10/p.86/List.1
Listening to announcements Understanding interaction Unit10/p.90/List.2
and instructions between native speakers Unit11/p.99/List.2
Can understand simple technical Can keep up with an animated Unit12/p.102/List.1
information, such as operating conversation between native Unit12/p.106/List.2
instructions for everyday speakers. Unit13/p.115/List.1
equipment. Can with some effort catch Unit15/p.131/List.1(2)
Can follow detailed directions. much of what is said around
him/her, but may find it difficult
Listening to audio media and to participate effectively in
recordings discussion with several native
Can understand the information speakers who do not modify
content of the majority of recorded their language in any way.
or broadcast audio material on
topics of personal interest Listening as a member of a
delivered in clear standard live audience
speech. Can follow the essentials of
Can understand the main points of lectures, talks and reports and
radio news bulletins and simpler other forms of
recorded material about familiar academic/professional
subjects delivered relatively slowly presentation which are
and clearly. propositionally and linguistically
complex.
Listening to announcements
and instructions
Can understand announcements
and messages on concrete and
abstract topics spoken in
standard dialect at normal
speed.

Listening to audio media and

recordings
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.
SPEAKING
Candidates should • Earning a living Overall oral production
show they can: Can reasonably fluently sustain a
• Production and straightforward description of one
• provide sale of goods of a variety of subjects within
appropriate oral his/her field of interest, presenting
responses to • Trade it as a linear sequence of points.
questions on
personal or • Money Sustained monologue:
work/study describing experience
matters • Transport Can give straightforward
description on a variety of familiar
• express an • Communications subjects within his/her field of
opinion and interest.
discuss a topic • Education Can reasonably fluently relate a
orally straightforward narrative or
description as a linear sequence
• Travel and
of points.
tourism
Can give detailed accounts of
experiences, describing feelings
and reactions.
Can relate details of unpredictable
occurrences, e.g. an accident.
Can relate the plot of a book or
film and describe his/her
reactions.
Can describe dreams, hopes and
ambitions.
Can describe events, real or
imagined.
Can narrate a story.
Sustained monologue: putting a
case (e.g. in a debate)
Can briefly give reasons and
explanations for opinions, plans
and actions.
Public announcements
Can deliver short, rehearsed
announcements on a topic
pertinent to everyday occurrences
in his/her field which, despite
possibly very foreign stress and
intonation, are nevertheless
clearly intelligible.
Addressing audiences
Can give a prepared
straightforward presentation on a
familiar topic within his/her field
which is clear
Overall oral production Part 1 Unit1/p.8/Preview With these
Can give clear, detailed consists of a warm up Unit2/p.16/Preview activities
descriptions and presentations conversation during Unit2/p.19/Speak. students might
on a wide range of subjects which the candidate will Unit3/p.27/Speak. engage in
related to his/her field be asked about, e.g. Unit4/p.34/Speak. discussing
of interest, expanding and study, work ambitions Unit4/p.38/Speak. topics from the
supporting ideas with subsidiary for the future. Unit5/p.42/Speak. exam syllabus.
points and relevant examples. Unit5/p.46/Speak.
Part 2 Unit5/p.47/Speak.
Sustained monologue: requires the candidate Unit6/p.50/Speak.
describing experience to participate in a Unit6/p.52/Speak.
Can give clear, detailed discussion of the topic Unit7/p.60/Preview
descriptions on a wide range of selected by the Unit7/p.63/Speak.
subjects related to his/her field examiner. Unit8/p.69/Speak.
of interest. Unit8/p.71/Speak.
Unit9/p.76/Preview
Sustained monologue: putting Unit9/p.76/Speak.
a case (e.g. in a debate) Unit9/p.78/Speak.
Can develop a clear argument, Unit11/p.94/Preview(2,3)
expanding and supporting Unit12/p.102/Speak.
his/her points of view at some Unit12/p.105/Speak.
length with subsidiary points and Unit13/p.112/Preview(1)
relevant examples. Unit13/p.114/Speak.
Can construct a chain of Unit14/p.120/Preview
reasoned argument: Unit15/p.128/Preview(1)
Can explain a viewpoint on a Unit15/p.131/Speak.(1)
topical issue giving the Unit15/p.132/Speak.
advantages and disadvantages Unit15/p.133/Pracice2
of various options.
Can develop an argument well
enough to be followed without
difficulty most of the time.
Public announcements
Can deliver announcements on
most general topics with a
degree of clarity, fluency and
spontaneity which causes no
strain or inconvenience to the
listener.
Addressing audiences
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
enough to be followed without
difficulty most of the time, and in
which the main points are
explained with reasonable
precision.
Can take follow up questions, but
may have to ask for repetition if
the speech was rapid.
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.