Core Inventory

A1 A2 B1 B2 C1 The Inventory represents the core

Functions Directions Describing habits and routines Checking understanding Critiquing and reviewing Conceding a point of English language taught at Common
Describing habits and routines Describing past experiences Describing experiences and events Describing experiences Critiquing and reviewing constructively European Framework of Reference
Giving personal information Describing people Describing feelings and emotion Describing feelings and emotions Defending a point of view persuasively
Describing places Developing an argument systematically
(CEFR) levels A1 to C1 in English. Only
Greetings Describing places Describing hopes and plans
Telling the time Describing things Expressing opinions; language of Developing an argument Emphasizing a point, feeling, issue the features most commonly included
Understanding and using numbers Obligation and necessity agreeing and disagreeing Encouraging and inviting another Expressing attitudes and feelings at each level have been listed. In any
Understanding and using prices Requests Initiating and closing conversation speaker to continue, come in precisely particular context, teachers and syllabus
Suggestions Managing interaction (interrupting, Expressing abstract ideas Expressing certainty, probability, doubt writers would add other language points
changing topic, resuming or Expressing agreement and Expressing opinions tentatively,
continuing) disagreement hedging to this minimal core, based upon an
Expressing opinions Expressing reaction, e.g. indifference analysis of the needs and interests
Expressing reaction, e.g. indifference Expressing shades of opinion and of the learners concerned. Decisions
Interacting informally, reacting, certainty on recycling of language have also been
expressing interest, sympathy, Responding to counterarguments
surprise etc. Speculating and hypothesising about left to teachers and syllabus writers.
Opinion, justification causes, consequences etc. The inventory can also be used
Speculating Synthesising, evaluating and glossing by learners as a guide to essential
Taking the initiative in interaction information language for self-directed study.
Synthesizing, evaluating, glossing info

Grammar Adjectives: common and demonstrative Adjectives – comparative, – use of Adverbs Adjectives and adverbs Futures (revision) Teaching not testing
Adverbs of frequency than and definite article Broader range of intensifiers such Future continuous Inversion with negative adverbials The core inventory has been created
Comparatives and superlatives Adjectives – superlative – use of as too, enough Future perfect Mixed conditionals in past, present with teachers and learners in mind. Each
Going to definite article Comparatives and superlatives Future perfect continuous and future language point appears at the level(s) at
How much/how many and very Adverbial phrases of time, place Complex question tags Mixed conditionals Modals in the past
common uncountable nouns and frequency – including word order Conditionals, 2nd and 3rd Modals – can’t have, needn’t have Narrative tenses for experience, which it is considered of most relevance
I’d like Adverbs of frequency Connecting words expressing Modals of deduction and speculation incl. passive to the learner in the classroom.
Imperatives (+/-) Articles – with countable and cause and effect, contrast etc. Narrative tenses Passive forms, all Language testers should note that
Intensifiers - very basic uncountable nouns Future continuous Passives Phrasal verbs, especially splitting learners are not expected to have
Modals: can/can’t/could/couldn’t Countables and Uncountables: Modals - must/can’t deduction Past perfect Wish/if only regrets
Past simple of “to be” much/many Modals – might, may, will, probably Past perfect continuous
mastery of the language points at that
Past Simple Future Time (will and going to) Modals – should have/might have/etc Phrasal verbs, extended stage. What we teach, what learners can
Possessive adjectives Gerunds Modals: must/have to Relative clauses do with the language, and what we test
Possessive s Going to Past continuous Reported speech in examinations are not always identical.
Prepositions, common Imperatives Past perfect Will and going to, for prediction
Prepositions of place Modals – can/could Past simple Wish
Prepositions of time, including in/on/at Modals – have to Past tense responses Would expressing habits, in the past Development methodology
Present continuous Modals – should Phrasal verbs, extended A number of sources were drawn on,
Present simple Past continuous Present perfect continuous including:
Pronouns: simple, personal Past simple Present perfect/past simple n an analysis of the language implied
Questions Phrasal verbs – common Reported speech (range of tenses)
There is/are Possessives – use of ‘s, s’ Simple passive by CEFR descriptors
To be, including question+negatives Prepositional phrases (place, time Wh- questions in the past n an analysis of content common to
Verb + ing: like/hate/love and movement) Will and going to, for prediction various CEFR-based language school
Prepositions of time: on/in/at syllabuses and popular coursebooks
Present continuous
Present continuous for future
for English, and
Present perfect n a teacher survey.
Questions
Verb + ing/infinitive: like/ Status
want-would like
The Inventory documents current best
Wh-questions in past
Zero and 1st conditional practice, and can be used in conjunction
with databases of learner language like
the forthcoming English Profile.
Discourse Connecting words, and, but, because Linkers: sequential – past time Connecting words expressing Connecting words expressing cause Linking devices, logical markers
Markers cause and effect, contrast etc and effect, contrast etc. Markers to structure and signpost
Linkers: sequential past time Discourse markers to structure formal and informal speech
fromal speech and writing
Linkers: although, in spite of, despite
Linkers: sequential – past time –
subsequently

Vocabulary Food and drink Adjectives: personality, description, Collocation Collocation Approximating (vague language)
Nationalities and countries feelings Colloquial language Colloquial language Collocation
Personal information Food and drink Things in the town, shops and Colloquial language
Things in the town, shops and shopping Things in the town, shops and shopping shopping Differentiated use of vocabulary
Verbs – basic Travel and services Travel and services Eliminating false friends
Formal and informal registers
Idiomatic expressions

Topics Family life Education Books and literature Arts Arts

Hobbies and pastimes Hobbies and pastimes Education Books and literature Books and literature
Holidays Holidays Film Education Film
Leisure activities Leisure activities Leisure activities Film Media
Shopping Shopping Media Media News, lifestyles and current affairs
Work and jobs Work and jobs News, lifestyles and current affairs News, lifestyles and current affairs Scientific developments
Technical and legal language
10 11