English Level C1 – Details

English Level C1 – Details

Communicative Objectives

Here you will find a detailed list of what you will be able to do by the end of your A1 level course.

Spoken Interaction

  • I can express myself fluently and appropriately, adopting a level of formality appropriate to the circumstances and my relationship to the person I am talking to.
  • I can keep up with animated discussions on abstract and complex topics with a number of speakers and can participate effectively even when people start talking simultaneously.
  • I can understand and exchange complex, detailed information on topics with which I am not personally familiar, pinpointing key areas where further explanation or clarification is needed.

Spoken Production

  • I can give clear, well-structured descriptions of complex subjects.
  • I can develop an argument systematically in well-structured speech, highlighting significant points, and concluding appropriately.
  • I can give a clear, well-structured presentation on a complex subject in my field, expanding and supporting points of view with appropriate reasons and examples.
  • I can put together information from different sources and relate it in a coherent summary.
  • I can summarise orally long, demanding texts.


  • I can understand enough to follow extended speech on abstract and complex topics of academic or vocational relevance.
  • I can follow extended discussion even when it is not clearly structured and when relationships are only implied and not signaled explicitly.
  • I can follow most lectures, discussions, and debates both within and outside my field.
  • I can understand complex technical information, such as instructions for operating equipment and specifications for products and services I know about.


  • I can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional, or academic life, though I may want time to reread them.
  • I can understand complex texts where stated opinions and implied points of view are discussed.
  • I can understand lengthy, complex manuals, instructions, regulations, and contracts in my field.
  • I can understand formal letters connected or unconnected to my field if I can occasionally check with a dictionary.


  • I can write clear, well-structured texts on complex topics in an appropriate style with good grammatical control.
  • I can present points of view in a paper, develop an argument, highlight the most important points, and support my reasoning with examples.
  • I can express myself clearly and appropriately in personal correspondence,
  • describing experiences, feelings, and reactions in-depth.


  • I can select from a readily available range of expressions to preface my remarks appropriately and to follow up on what other people say.
  • I do not have to restrict what I want to say at all; if I can’t find one expression I can substitute it with another.
  • I can monitor my speech and writing to repair slips and improve the formulation.

Grammar and Vocabulary Objectives

To learn how to use English in these situations, you will need to know most of these language areas. 

  • 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, all
  • Phrasal verbs, especially splitting
  • Wish/if only regrets


  • Approximating (vague language)
  • Collocation
  • Colloquial language
  • Differentiated use of vocabulary
  • Eliminating false friends
  • Formal and informal registers
  • Idiomatic expressions

Language Work

This is the type of language work you will be studying with your teacher. These phrases will be useful in the classroom and beyond. 

  • I don’t really feel comfortable with…
  • I couldn’t care less whether … or not.
  • I’m afraid this is something I feel quite strongly about.
  • Michael felt completely devastated. Somebody had deliberately sabotaged his research but he did not know who could do such a thing.
  • It is highly likely that the airport will be closed again tomorrow.
  • There’s bound to be trouble at the meeting.
  • Is that settled, then? Yes. It’s settled.
  • It looks as if she’s going to be late.
  • To cut a long story short, he ended up sleeping on my floor.
  • To recap on what has been said so far…
  • Supposing he had missed his train?
  • If you’d arrived on time, we would probably have missed the traffic.
  • Am I right to think you’re responsible?
  • It’s supposed to be good.
  • I’m just not so sure, it could be okay.
  • Maybe she is the best person for the job.
  • It could well be the best solution.
  • I have a feeling there may be a problem here.
  • I suppose that could be an option.
  • I rather doubt that he’ll come.
  • To be honest, I simply don’t care.
  • Why bother?
  • It’s not such a big issue.
  • I don’t really mind/have an opinion, one way or the other.
  • What are you trying to say?
  • Absolutely!
  • You can say that again!
  • It is frequently argued that ……, however
  • It’s clear that…
  • No one would dispute that…
  • It is generally accepted that…
  • All the evidence/data indicates/suggests that…
  • In conclusion, before we……………we need to……………
  • I see what you mean, but…
  • I take your point. I agree we need… / It’s certainly
  • true that…
  • I know this may not be a popular conclusion, but it
  • seems to me we have to face (facts/ the fact that…)
  • I do appreciate that what I proposed may be expensive/painful/a surprise to some people, but I really am convinced the evidence shows we need to …
  • I recognise that this may……………, but …………..
  • But one should not lose sight of the fact that…
  • What you say may be true in some contexts,however in this case…
  • On the contrary,…
  • I think you have misunderstood the point. I was making….
  • In some circumstances, I would agree with you entirely, but in this case…
  • No matter how you look at it, he made a mistake.
  • All the same, she deserves another chance.
  • He’d spent all his money without realising. So,he couldn’t afford a taxi and had to walk home.
  • My grandmother used to live by the seaside and we would go there every Easter. My Dad would drive, my mother would navigate and we would sit in the back fighting.
  • I just got a phone call from Raoul. He’s in a taxi. He’s going to get here in about five minutes.
  • This time next year I’ll be sunbathing on my yacht in Antibes. I’ll be mixing with celebrities from all over the world. I’ll be driving a look-at-me car and going to fancy restaurants.
  • If Lola had given me the information earlier, she’d be coming with us on holiday.
  • I wish I’d studied a bit harder.
  • I can’t make anything out; it’s really dark.
  • She knew that her mother had put John up to it.
  • He’ll be given a warning.
  • He’s going to be given an award.
  • He ought to be sacked for behaviour like that.
  • He might have been hurt.
  • I should have warned him about the traffic, but I forgot.
  • You might have told me it was her birthday.
  • I felt embarrassed I didn’t take a present.
  • He can’t have got my message. He would never be this late.
  • It’s there in black and white.
  • He was in excruciating pain.
  • The suspense is palpable.
  • I am absolutely knackered.
  • He tried to flog me an old banger.
  • There will be about 30 odd people – well 30 to 40.
  • It’s really good. It’s concise, focused, readable.
  • I wouldn’t say she’s antisocial, just a bit shy.
  • It wasn’t bad, just a bit disappointing.
  • I wish I could remember her name. It’s on the tip of my tongue.
  • Everybody wants work with Marion. She really is the flavour of the month.
  • If you want a shoulder to cry on, I’ll always be here for you.

Source: CEFR Core Inventory British Council

Tags :