In this article, you will find a detailed description of each level of English that functions in Fluentbe to simplify the process of assessing your student's level.

It is for a person who has never studied English, knows a few international words, such as, and needs to learn from the very beginning.

A1 level English speakers understand and can use basic phrases. They can introduce themselves and others in a simple way; know the vocabulary needed to talk about their personal life, e.g. where they live, people they know and things they own. There is a lot of hesitation and pauses in their speech; they need time to formulate a statement. They use the present tense but make many mistakes in form and function. In order to communicate effectively, they need the interlocutor to speak slowly, clearly and to be ready to help.

Students at A1 level are often called false beginners, i.e. people who have studied English in the past, but they are not able to express themselves very fluently and correctly on basic topics of everyday life. They are able to understand basic questions but have difficulty expressing themselves.

Students can introduce themselves, tell where they live and provide basic information about their family. They use the simplest, often single words, use mainly the verb to be. They frequently hesitate, make a lot of pauses, and, also, make numerous mistakes in pronunciation.

Students can provide basic information about themselves, can say what they do professionally and how they spend their free time. They use only basic verb+noun collocations, make errors in verb choice or need to think to find a proper word or structure. When asked a less familiar question, they respond mainly with single words, often infinitives. They need to work on correct pronunciation.

At A2 level a person understands statements and frequently used expressions related to everyday life (e.g. basic information about the interlocutor and his/her family; shopping; environment; work). A2 speakers can communicate in simple, routine communication situations requiring only a simple, direct exchange of information on familiar and typical topics.

Students can describe themselves and their family in simple terms, and they are able to talk about their typical day: both free and at work. They understand questions about the past and can respond to them. They know basic vocabulary and collocations related to everyday life and can construct sentences in the present tense with basic verbs. They have an awareness of the present tenses both Simple and Continuous. They tend to overuse the continuous form, often without the verb ''to be''. At this level, they begin to use the past tense with to be, but not yet consistently. They make errors in form but are able to convey what they want to say.

Students can describe their background, surroundings and work using simple words and phrases. When talking about their job, they are able to talk about its positive and negative aspects. They can also talk about their experience with learning English. They are able to communicate their plans for the near future. They have an awareness of the present tenses: Simple and Continuous; however, they may still overuse the continuous form. They begin to use the past tense, especially with regular verbs, but not yet consistently - they often choose the present forms; they make errors in form but are able to convey what they want to say. When talking about the future, they tend to choose the 'will' form or express their plans through lexical forms e.g. want / plan, etc. They know basic expressions for talking about the pros and cons of a situation.

Students can talk in a simple way about themselves, their relatives, and the place where they live - they can describe it and, also, talk about the advantages and disadvantages of where they live. Students can describe the appearance and character traits of another person; they use adjectives to describe places and people. They can grade basic adjectives, but, occasionally, they make mistakes in gradation, choosing the form with more. They understand how the Present Perfect tense works, and try to use it, but with uncertainty and errors. They use Past Simple tense to talk about the past: they use to be and regular verbs correctly. They also use irregular verbs. They still hesitate.

Students can understand the main ideas conveyed in standard speech on familiar matters and events. They can deal with most situations likely to arise whilst travelling in an area where the language is spoken and can produce a simple connected text on topics which are familiar or of personal interest. They can enter unprepared into conversation on topics that are pertinent to everyday life (e.g. family, hobbies, work, travel and current events). They can use the present tense fairly freely when talking about their life, family, and their current job and work responsibilities. They can talk about their plans, but use fairly simple structures to do so e.g. I would like to, I will, but understand other forms of questions about the future.

There is hesitation which results either from uncertainty in the choice of structure or vocabulary. Errors occur e.g. in collocations.

They talk quite fluently about themselves, their family and work, and their skills. They speak about the past in the context of the events of the past month. They also talk about the future using structures for speculation. They are able to use the present tense quite freely when talking about their life, their family, as well as their current work and professional responsibilities. They can talk about their plans, but use fairly simple structures to do so e.g. I would like to, I will, but understand other forms of questions about the future. There is pausing and hesitation - either due to uncertainty in the choice of structure or vocabulary. Errors occur e.g. in collocations.

Students can talk freely about their personal and professional life. They are able to talk about things they like and dislike and to justify their preferences. They describe places and express their opinion about them. They distinguish between the use of Past Simple and Present Perfect tenses, but do not yet fully control their active use, they still make errors in verb forms. Pausing and hesitation still occur. They answer questions about personal and professional life, give advice related to professional and private life, describe their place of residence accurately and in detail. They can also describe how their dwelling place has changed and compare the past with the present.

Students answer questions about their personal and professional life freely. They can give advice related to professional and private life, describe their place of residence accurately and in detail and talk about how it has changed. They use the Simple and Continuous tenses freely to talk about the present; distinguish between the use of the Past Simple and Present Perfect tenses and are almost in control of their active use; they make almost no mistakes in the form of verbs. Hesitations are increasingly rare. There are occasional discourse markers which increase the fluency of speech.

B2 level means that one understands the meaning of the main ideas conveyed in complex texts on concrete and abstract topics, including understanding of discussions on technical subjects within one's field of specialisation. A B2 level person can communicate with sufficient fluency and spontaneity to hold a normal conversation with a native speaker of the language in question without creating tension in either party. He/she can formulate clear oral and written statements on a wide range of topics and can explain his/her position on matters under discussion, weighing up the advantages and disadvantages of various solutions.

Students can talk about themselves and their life without any problems. They can react and express themselves on current topics and also react on less everyday topics, e.g. technology, trends etc., and relate them to their own life. They may still need to search for words to express themselves on a new topic; however, they are able to replace a missing word or a less familiar phenomenon with a synonym or use circumlocution. Still, hesitation and pausing are visible. They attempt to use discourse markers, freely use present and past tenses (Past and Perfect) to accurately communicate and talk about their experiences. When talking about plans and intentions, they choose forms such as will, be going to.

Students freely describe their life and what they do for a living and are able to talk about their career plans. They understand complex structures used to describe the future. They are able to express themselves on diverse topics: environment, technology, current phenomena. When in doubt about the meaning of advanced questions (structures, vocabulary), they are able to ascertain the meaning, most often understanding from the context what is being asked. They use varied vocabulary; the more familiar the topic, the richer the vocabulary. They know past forms, can respond with advanced structures, but often resort to more basic ones - they use them with confidence and without errors.

They are able to discuss various aspects of his life: both private and professional, and talking about these topics is not a problem. They can also talk about rather abstract matters and share their thoughts and opinions. When in doubt about the meaning of advanced questions (structures, vocabulary) they are able to ascertain the meaning, most often they understand from the context what they are being asked about. There is almost no hesitation. Varied vocabulary is used, also in conversation on less familiar topics. They know present, past and future forms and attempt to use them flexibly in speech. Mistakes occur only in more advanced structures, and are connected, for example, with the use of dependent prepositions and articles; however, such errors do not hinder communication.

Students can understand a wide range of difficult, longer texts, also recognising implicit meanings expressed indirectly. They can express themselves fluently and spontaneously, without much difficulty finding the right phrases, often actively using advanced vocabulary, appropriately selecting collocations, idioms and phraseological compounds. They can use language effectively and freely in social, educational and professional interactions, are able to express themselves on topics that they do not deal with every day or that are abstract. They formulate clear, well-structured, detailed statements on complex problems, using rules of speech organisation, connectors and cohesive devices efficiently and appropriately.

Students can speak fluently and find the right phrasing with ease, often actively using advanced vocabulary, appropriately selecting collocations, idioms and phraseological compounds. They can use language flexibly and effectively in social, educational and professional contexts, in social, educational and professional interactions. They are able to formulate statements on topics they do not deal with on a daily basis or are abstract, understand shades of meaning of different expressions and structures, occasionally do not know an idiom, phrasal verb, etc., but can understand a question from context. They use advanced vocabulary, replacing hesitations with discourse markers. They still need to activate passive advanced vocabulary. They still make minor errors in stress or intonation.

Students can respond spontaneously to questions, even when the topic is unfamiliar or not common. They respond fluently, often using advanced vocabulary, appropriately selecting collocations, idioms and phraseological compounds. Linguistically, they can deal with a variety of social, educational and professional contexts. They understand shades of meaning of different expressions and structures. Occasionally do not know an idiom, phrasal verb, etc., but can understand a question from context. They use advanced vocabulary and discourse markers when they need time to think. They speak fluently; produce clear, smooth-flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices. Errors in intonation are occasional, they attempt to use connected speech.

Students can create clear, well-structured, detailed statements on complex problems, using rules of speech organisation, connectors correctly and appropriately, they find linguistic devices without difficulty or hesitation and are aware of the register and context of the utterance. They speak fluently, without hesitation, using discourse markers where necessary. They discuss topics related to their life, social issues, or abstract topics with ease. They understand shades of meaning of different expressions and structures, occasionally do not know an idiom, phrasal verb, etc., but can understand a question from context. They use advanced vocabulary, discourse markers, they speak fluently and naturally. They are able to select linguistic devices appropriately to the sociolinguistic situation and communicate subtle differences in meaning. They also apply sentences stress correctly, intonate, and use connected speech well. They aim to maintain language at a high level.

A person at level C2 can easily understand practically everything they hear or read, can summarise information from other sources, written or spoken - press, literature - different genres and subject matter, in a coherent manner, reproducing the thesis and explanations contained therein. They express their thoughts very fluently, spontaneously and precisely, subtly differentiating shades of meaning even in more complex statements. They have a good command of idiomatic expressions and colloquialisms with awareness of connotative level of meaning and can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it. They have a good grasp of the social, cultural and historical aspects of the Anglo-Saxon linguistic areas.

Close to native speaker level. If there are any deficiencies, it is only, for example, in specialised language in a narrow field.