EDO Progress Map

English Discoveries Online
Progress Map and Alignment with Common

European Framework of Reference
English Discoveries Online Progress Map and
Alignment with CEFR
COPYRIGHT NOTICE
English Discoveries Online, its documentation, and all related materials are copyrighted. All rights are reserved. No part of these materials may be
reproduced, photocopied, transmitted or translated into any other computer or foreign language without the express prior permission of Edusoft Ltd. All
requests for permission must be submitted in writing.
http://www.edusoftlearning.com
English Discoveries Online Alignment with CEFR
Background
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR), is a frame of reference used
to describe the achievements of learners of foreign languages across Europe and, increasingly, in other countries. It was created by
the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its
main aim is to provide a framework of learning, teaching and assessment which applies to all languages in Europe.
The following six reference levels are becoming a widely accepted standard for grading an individual's language proficiency.
A1 Breakthrough Basic User

A2 Way stage
B1 Threshold Independent User
B2 Vantage
C1 Effective Operational Proficiency Proficient User
C2 Mastery
The Conceptual Link between EDO Curriculum and CEFR

The CEFR is informed by a communicative, action-oriented approach. Emphasis is placed on learners' communicative needs,
including dealing with the business of everyday life, exchanging information and ideas and achieving intercultural understanding.
English Discoveries Online language learning content is based on a similar conceptual framework; every effort is made to expose
learners to language in meaningful, real-life contexts. Learners are encouraged to focus on the communicative aspects of language
acquisition.
Moreover, English Discoveries Online ELL content has been used successfully for over fifteen years in more than 30 different
countries. In total, millions of learners have used English Discoveries as a significant part of their language learning curriculum. EDO
curriculum can thus be said to have been fully tested in the field.
Copyright © 2015 Edusoft Ltd. All rights reserved.

Alignment between EDO and the CEFR

This alignment document aims to establish linkage between EDO General English language learning content and teaching objectives
and the concrete English language ability descriptions outlined in the CEFR.
This alignment was compiled by Edusoft Pedagogical Department and does not imply official recognition by the Common European
Framework of Reference (CEFR). It was compiled after detailed analysis of the English language learning content and teaching
objectives of English Discoveries Online and is designed to serve as a guide to students and teachers regarding which level English
Discoveries Online courses they should study.
The methodology on which this document is based is taken from the following relevant CEFR study:
Council of Europe, 2001, Common European Framework of Reference for Languages: Learning, teaching, assessment

EDO Alignment with CEFR Common Reference Levels: Global Scale

Basic Users
CEFR CEFR Description EDO Courses EDO Learning Outcomes

A1 Can understand and use familiar A1 (First In the A1 materials learners access and
everyday expressions and very basic Discoveries/ make use of oral and written information
phrases aimed at the satisfaction of Basic 1) needed for daily communication through
needs of a concrete type. Can a variety of media and text types. Oral
introduce him/herself and others and written texts contain simple
and can ask and answer questions vocabulary and basic syntactic structures
about personal details such as appropriate for elementary and false
where he/she lives, people he/she beginner learners.
knows and things he/she has. Can
interact in a simple way provided
Topic Coverage:
the other person talks slowly and
meeting people, shopping,
clearly and is prepared to help. accommodation, going to the doctor,
shopping for food or clothes, going out,
daily routines, music, travel, food,

Grammar Coverage:
• Be in a simple affirmative and

negative sentences
• Yes/No Questions using the verb Be
• the demonstratives this, that, these
those
• plural forms of high frequency nouns
• there is, there are in short sentences
• definite and indefinite articles in short
sentences and questions
• affirmative and negative forms of the
Present Progressive
• Yes/No and Wh Questions in the
Present Progressive
A2 Can understand sentences and A2 (Basic In the A2 materials, learners access and
frequently used expressions related 2/Basic 3) make use of oral and written information
to areas of most immediate needed for daily communication through a
relevance (e.g. very basic personal variety of media and text types. Learners
and family information, shopping, are exposed to and take part in oral
local geography, employment). Can interactions on familiar topics in everyday
communicate in simple and routine situations. Oral and written texts in each
tasks requiring a simple and direct contain simple vocabulary and syntactic
exchange of information on familiar structures relevant to that level and text
and routine matters. Can describe in type.
simple terms aspects of his/her
background, immediate Topic Coverage:
environment and matters in areas of directions, sports, restaurants, meeting

immediate need. people, work, shopping, health, family life,

getting a job, business, travel, tourism,
emotions, eating out, making excuses,
entertainment, and education
Grammar Coverage:
• pastst form of Be in affirmative and
negative statements
• past form of Be in Yes/No and Wh
Questions
• Count & Non-count Nouns and
quantifiers
Present Simple
Present Simple
• Comparative and Superlative
adjectives
Past Simple
• Yes/No and Wh Questions in the Past
Simple
• the modals Can and May to express
ability, permission or possibility
• the modal Have to for expressing
obligation the modal be able to to
talk about ability in the past, present
and future

• the modal had to to talk about

necessity or obligation
• the modal should to talk about duties,
obligations and giving advice
• Gerunds and infinitives after verbs and
prepositions
Past Progressive
• Yes/No and Wh Questions in the Past
Progressive
• adverbs of comparison and frequency
• Future Simple, Present Simple and
Present Progressive to talk about
future actions

EDO Alignment with CEFR Common Reference Levels: Global Scale

Independent Users
CEFR CEFR Description EDO Courses EDO Learning Outcomes
B1 Can understand the main points of B1 In the B1 level materials, learners access
clear standard input on familiar (Intermediate and make use of oral and written
matters regularly encountered in 1/Intermediate information needed for fluent
work, school, leisure, etc. Can deal 2) communication through a variety of
with most situations likely to arise media and text types on a wider range of
whilst travelling in an area where topics. Learners are exposed to and take
the language is spoken. Can produce part in oral interactions on less familiar
simple connected text on topics topics in a range of situations. Oral and
which are familiar or of personal written texts contain richer vocabulary
interest. Can describe experiences and more complex syntactic structures
and events, dreams, hopes and relevant to the level and text type.
ambitions and briefly give reasons
Topic Coverage:
and explanations for opinions and
plans. celebrations, weather, arts and
entertainment, at work, at the post
office, emergencies, education, buying a
car, accidents, problems, charity work,
dreams and ambitions, money matters,
politics, instructions
Grammar Coverage:
• the affirmative and negative forms of
the Present Perfect
Present Perfect


the Present Perfect Progressive
• the passive with or without an agent
• relative clauses to modify the subject
of a sentence
• relative clauses with or without a
relative pronoun
• modals to express possibility,
probability and obligation in passive
statements and questions
• real Conditionals to talk about real
possibilities
• unreal Conditionals to talk about
things that are impossible or unlikely
to happen
• the affirmative and the negative
forms of the Past Perfect Progressive
• the affirmative and the negative
forms of the Past Perfect Simple
• the correct tenses and time
expressions when using reported
speech
• causatives in active and passive
sentences
10

B2 Can understand the main ideas of B2 • In the B1 level materials learners

complex text on both concrete and (Intermediate access and make use of more in-depth
abstract topics, including technical 3/Advanced 1) oral and written information needed
discussions in his/her field of for effective communication through
specialization. Can interact with a a variety of media and text types.
degree of fluency and spontaneity Learners are exposed to and take part
that makes regular interaction with in oral interactions on less familiar,
native speakers quite possible more abstract topics in a wide range
without strain for either party. Can of situations. Oral and written texts
produce clear, detailed text on a contain rich vocabulary and complex
wide range of subjects and explain a syntactic structures relevant to the
viewpoint on a topical issue giving level and text type.
the advantages and disadvantages •
of various options.
• Topics Coverage:
• relationships, sport and fitness, labor
relations, social issues, arts and
entertainment, restaurants cultural
differences, crime, extreme sports,
making complaints, business,
communication, medicine and health,
education, language learning
•
• Grammar Coverage:
• past conditionals to talk about
hypothetical situations
• non-restrictive Relative Clauses to
give extra information about a noun
11

• Relative Pronouns whose, where,

whoever and wherever
• past form of modal to talk about
things that may have taken place
• conjunctions to connect clauses in a
sentence
• connectors of result
the Future Perfect
the Future Progressive
• the Passive Infinitive after adjectives
and verbs
• the Perfect Infinitive
• Phrasal Verbs
12

EDO Alignment with CEFR Common Reference Levels: Illustrative Scales
Overall Listening Comprehension

CEFR EDO Courses EDO Learning Outcomes
Basic User A1 Can follow speech that is very slow A1 Learners are able to access oral
and carefully articulated, with long information from short, informational
pauses for him/her to assimilate radio programs, voice mail, radio and TV
meaning. dramas.
Learners at the end of this level can

typically:
• Understand main ideas in a short
listening text
• Comprehend significant details of a
listening text
• Understand supporting details of a
listening text
• Follow the sequence of events in a TV
or radio drama
• Indentify the speakers in a TV or radio
drama or interview
13

A2 Can understand phrases and A2 Learners should be able to access oral

expressions related to areas of most information in the form of short,
immediate priority (e.g. very basic informational radio programs, ads,
personal and family information, interviews and voice mail, as well as TV
shopping, local geography, and radio dramas.
employment) provided speech is
clearly and slowly articulated.
Learners at the end of this course level can
Can understand enough to be able typically:
to meet needs of a concrete type
• Understand main ideas in a short
provided speech is clearly and
listening text
slowly articulated.
• Comprehend significant details of a
listening text
Can understand and extract the • Understand supporting details of a
essential information from short, listening text
recorded passages dealing with • Follow the sequence of events in a TV
predictable everyday matters which or radio drama
are delivered slowly and clearly. • Indentify the speakers in a TV or radio
(Audio Media and Recordings) drama or interview
• Draw inferences based on information
Can follow changes of topic of in a listening text
factual TV news items, and form an
idea of the main content.
Can identify the main point of TV
news items reporting events,
accidents etc. where the visual
supports the commentary.
(Watching TV and Film)
14

Independent B1 Can understand the main points of B1 Learners are able to access oral
User clear standard speech on familiar information in the form of informational
matters regularly encountered in radio programs, ads, interviews and news
work, school, leisure etc., including and weather reports, as well as TV and
short narratives. radio dramas.
Can understand straightforward
factual information about common Learners at the end of this level can
everyday or job related topics, typically:
identifying both general messages
• Identify the speakers in a TV or radio
and specific details, provided
drama or interview
speech is clearly articulated in a
• Understand the main idea and
generally familiar accent.
supporting details in a listening text
• Classify information into categories
Can understand the information • Use information in a listening text to
content of the majority of recorded complete a written text
or broadcast audio material on topics • Apply knowledge of time expressions
of personal interest delivered in clear and sequence markers to follow
standard speech. sequence of events in a listening text
Can understand the main points of • Identify and understand points of view
radio news bulletins and simpler in a listening text
recorded material about familiar • Apply knowledge of markers of fact
subjects delivered relatively slowly and opinion to understand points of
and clearly. (Audio Media and view in a text
Recordings) • Draw inference on the basis of
information in a listening text
Can understand a large part of many • Understand implicit cause and effect
TV programs on topics of personal relationship in a listening text
interest such as interviews, short • Apply knowledge of reported speech
lectures, and news reports when the to understand information in a
15

delivery is relatively slow and clear. listening text

Can follow many films in which • Use contextual clues in a listening text
visuals and action carry much of the
storyline, and which are delivered
clearly in straightforward language.
Can catch the main points in TV
programs on topics of personal
interest such as interviews, short
lectures, and news reports when the
delivery is relatively slow and clear.
16

B2 Can understand the main ideas of B2 Learners are able to access oral
propositionally and linguistically information in longer more demanding
complex speech on both concrete listening texts (250-350 words) in the form
and abstract topics delivered in a of informational radio programs,
standard dialect, including technical interviews and news and weather reports;
discussions in his/her field of as well as TV and radio dramas.
specialization.
Can follow extended speech and Learners at the end of this level can
complex lines of argument provided typically:
the topic is reasonably familiar, and
• Understand factual information in a
the direction of the talk is sign-
listening text
posted by explicit markers.
• Understand implicit and explicit
Can understand standard spoken information in a listening text
language, live or broadcast, on both • Understand the main idea and
familiar and unfamiliar topics supporting details in a listening text
normally encountered in personal, • Infer points of view in a listening text
social, academic or vocational life.
• Draw inferences from information in a
Only extreme background noise,
listening text
inadequate discourse structure
• Apply knowledge of relative clauses to
and/or idiomatic usage influence
understand information in a listening
the ability to understand.
text
• Make use of visual context in a video
Can understand most radio clip
documentaries and most other • Understand idiomatic expressions in a
recorded or broadcast audio material listening text
delivered in standard dialect and can • Apply knowledge of time expressions
identify the speaker's mood, tone and tenses to understand the
etc.
sequence of events in a listening text
17

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. (Audio
Media and Recordings)
Can understand most TV news and
current affairs programs.
Can understand documentaries, live
interviews, talk shows, plays and the
majority of films in standard dialect.
18

Overall Reading Comprehension

Basic User A1 Can understand very short, simple A1 Learners are able to access written
texts a single phrase at a time, information in the form of simple, short
picking up familiar names, words texts; such as ads, stories, articles and
and basic phrases and rereading as postcards.
required.
Learners at the end of A1 can typically:
• Identify the main idea and supporting
details of short informational texts or
narratives
• Understand factual information in
short informational texts or narratives
• Understand the sequence of events in
a story
Identify the main characters in a
simple narrative
A2 Can understand short, simple texts A2 Learners are able to access written
on familiar matters of a concrete information from simple, short texts; such
type which consist of high as ads, articles and postcards as well as
frequency everyday or job-related past tense narratives.
language.
Learners at the end of A2 can typically:
Can understand short, simple texts
containing the highest frequency • Identify the main idea and supporting
vocabulary, including a proportion details of short informational texts or
of shared international vocabulary narratives
items. • Understand factual information in
informational texts or narratives
• Identify the main characters in a
simple narrative
19

• Draw inference based on information

in a text
• Understand time expressions in order
to follow the sequence of event in a
simple story
Independent B1 Can read straightforward factual B1 Learners are able to access written
User texts on subjects related to his/her information from longer texts; such as
field and interest with a satisfactory stories, articles and instructions.
level of comprehension.
Learners at the end of B1 can typically:
• Apply knowledge of sequence markers
to understand the sequence of events
in a text or to follow instructions
• Apply knowledge of time expressions
and tenses to follow the sequence of
events in a narrative or to follow
instructions
• Identify the target audience of a text
• Use information in a written text to
complete a summary of it
• Understand the cause and effect
relationship in a narrative
• Draw inference from information in a
text
• Use implicit information in a story to
predict its continuation
• Apply knowledge of contrast markers
to understand a text
• Apply knowledge of direct and
reported speech to understand a text
20

• Apply knowledge of markers of fact

and opinion to understand points of
view in a text
• Understand generalizations on the
basis of examples
21

B2 Can read with a large degree of B2 Learners are able to access written
independence, adapting style and information in the form of longer and
speed of reading to different texts more demanding texts (300-370 words);
and purposes, and using such as stories, articles and letters.
appropriate reference sources
selectively. Has a broad active Learners at the end of B2 can typically:
reading vocabulary, but may • Understand the main idea and
experience some difficulty with supporting details of a narrative
low-frequency idioms. • Apply knowledge of markers of
contrast to understand information in
a narrative
• Understand idiomatic expressions in
an magazine/newspaper article
• Apply knowledge of time expressions
and tenses to understand the
sequence of events in a text
• Identify writer’s attitude in a text
• Apply knowledge of connectors of
contrast to understand a text
• Understand feelings of characters in a
narrative
• Understand examples that support
main ideas in a text
• Identify the purpose of texts such as
letters/reports
• Apply knowledge of discourse markers
to classify information into categories
22

Overall Spoken Interaction

Basic User A1 Can interact in a simple way but A1 Learners are able to comprehend and
communication is totally dependent participate in some oral interactions in
on repetition at a slower rate of familiar settings such as hotels,
speech, rephrasing and repair. Can restaurants, offices, shops.
ask and answer simple questions,
initiate and respond to simple
statements in areas of immediate Learners at this level can typically:
need or on very familiar topics. • Ask and answer simple personal
questions
Can make an introduction and use • Participate in greetings and
basic greeting and leave-taking introductions
expressions. (Conversation) • Give & take simple orders for food and
Can understand questions and drinks
instructions addressed carefully and • Make a simple meeting appointment
slowly to him/her and follow short, by phone
simple directions. • Say goodbye to someone
Can ask people for things, and give
people things (Goal-Oriented Co-
operation)
A2 Can communicate in simple and A2 Learners are able to comprehend and
routine tasks requiring a simple and participate in most oral interactions in
direct exchange of information on familiar settings such as hotels,
familiar and routine matters to do restaurants, offices, shops and airports.
with work and free time. Can
handle very short social exchanges
but is rarely able to understand Learners at the end of A2 can typically:
enough to keep conversation going • Give and receive compliments
of his/her own accord. • Make and accept suggestions
23

Can interact with reasonable ease in • Decline and accept an invitation

structured situations and short • Discuss personal likes and dislikes
conversations, provided the other • Ask for and give permission
person helps if necessary. Can • Answer a request
manage simple, routine exchanges • Ask for someone on the telephone
without undue effort; can ask and • Discuss vacation plans
answer questions and exchange • Express preferences
ideas and information on familiar • Giving & asking for advice and
topics in predictable everyday information
situations. • Decline an invitation
Can make and respond to

invitations, suggestions and
apologies. Can say what he/she likes
and dislikes (Conversation)
Can deal with everyday practical

demands: finding out and passing
on straightforward factual
information.(Information Exchange)
Independent B1 Can exploit a wide range of simple B1 Learners are able to comprehend and
User language to deal with most participate in oral interactions in familiar
situations likely to arise whilst settings such as work, school and leisure
travelling. Can enter unprepared and travel.
into conversation of familiar topics,
express personal opinions and
exchange information on topics that Learners at the end of B1 can typically:
are familiar, of personal interest or • Express uncertainty
pertinent to everyday life (e.g. • Ask and answer informational
family, hobbies, work, travel and questions
• Apologize and accept an apology
24

current events). • Express dreams, hopes and ambitions

• Give reasons and explanations for
Can communicate with some plans
confidence on familiar routine and • Clarify & give details about an
non-routine matters related to everyday event
his/her interests and professional • Express obligation
field. Can exchange, check and • Persuade someone to do something
confirm information, deal with less • Refuse an offer
routine situations and explain why • Warn someone of danger
something is a problem. Can • Express satisfaction and dissatisfaction
express thoughts on more abstract, • Ask for help
cultural topics such as films, books, • Making requests
music etc.
• Transmit information
• Express displeasure about something
• Give and receive instructions
B2 Can interact with a degree of B2 Learners are able to comprehend and
fluency and spontaneity that makes participate effectively in oral interactions
regular interaction, and sustained in social, academic and professional
relationships with native speakers settings.
quite possible without imposing
strain on either party. Can highlight
the personal significance of events Learners at the end of B2 can typically:
and experiences, account for and • Express regret
sustain views clearly by providing • Give and receive advice
relevant explanations and • Express intention
arguments. • Offer help
• Accept help
Can use the language fluently, • Say goodbye
accurately and effectively on a wide • Make recommendations
range of general, academic, • Make complaints
25

vocational or leisure topics, marking • Offer sympathy and accept sympathy

clearly the relationships between • Agree and disagree with someone’s
ideas. Can communicate opinion
spontaneously with good • Give and ask for advice
grammatical control without much • Agree and disagree over plans
sign of having to restrict what
he/she wants to say, adopting a
level of formality appropriate to the
circumstances.
26

EDO Progress Map

Enviado por

Dados do documento

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

EDO Progress Map

Enviado por

Direitos autorais:

Formatos disponíveis

English Discoveries Online

Progress Map and Alignment with Common

A1 Breakthrough Basic User

The Conceptual Link between EDO Curriculum and CEFR

Copyright © 2015 Edusoft Ltd. All rights reserved.

Alignment between EDO and the CEFR

Copyright © 2015 Edusoft Ltd. All rights reserved.

EDO Alignment with CEFR Common Reference Levels: Global Scale

CEFR CEFR Description EDO Courses EDO Learning Outcomes

Copyright © 2015 Edusoft Ltd. All rights reserved.

• Be in a simple affirmative and

Copyright © 2015 Edusoft Ltd. All rights reserved.

immediate need. people, work, shopping, health, family life,

Copyright © 2015 Edusoft Ltd. All rights reserved.

• the modal had to to talk about

Copyright © 2015 Edusoft Ltd. All rights reserved.

EDO Alignment with CEFR Common Reference Levels: Global Scale

Copyright © 2015 Edusoft Ltd. All rights reserved.

• the affirmative and negative forms of

Copyright © 2015 Edusoft Ltd. All rights reserved.

B2 Can understand the main ideas of B2 • In the B1 level materials learners

Copyright © 2015 Edusoft Ltd. All rights reserved.

• Relative Pronouns whose, where,

Copyright © 2015 Edusoft Ltd. All rights reserved.

EDO Alignment with CEFR Common Reference Levels: Illustrative Scales

Overall Listening Comprehension

Learners at the end of this level can

Copyright © 2015 Edusoft Ltd. All rights reserved.

A2 Can understand phrases and A2 Learners should be able to access oral

Copyright © 2015 Edusoft Ltd. All rights reserved.

Copyright © 2015 Edusoft Ltd. All rights reserved.

delivery is relatively slow and clear. listening text

Copyright © 2015 Edusoft Ltd. All rights reserved.

Copyright © 2015 Edusoft Ltd. All rights reserved.

Can understand recordings in

Copyright © 2015 Edusoft Ltd. All rights reserved.

Overall Reading Comprehension

Copyright © 2015 Edusoft Ltd. All rights reserved.

• Draw inference based on information

Copyright © 2015 Edusoft Ltd. All rights reserved.

• Apply knowledge of markers of fact

Copyright © 2015 Edusoft Ltd. All rights reserved.

Copyright © 2015 Edusoft Ltd. All rights reserved.

Overall Spoken Interaction

Copyright © 2015 Edusoft Ltd. All rights reserved.

Can interact with reasonable ease in • Decline and accept an invitation

Can make and respond to

Can deal with everyday practical

Copyright © 2015 Edusoft Ltd. All rights reserved.

current events). • Express dreams, hopes and ambitions

Copyright © 2015 Edusoft Ltd. All rights reserved.

vocational or leisure topics, marking • Offer sympathy and accept sympathy

Copyright © 2015 Edusoft Ltd. All rights reserved.

Você também pode gostar