European postgraduate English teaching syllabus179

The European postgraduate English teaching syllabus is a framework for the teaching of English as a foreign language (EFL) to postgraduate students in European universities. It is based on the Common European Framework of Reference for Languages (CEFR), which is a set of guidelines for the development of language curricula and materials. The syllabus has been developed by a group of experts from across Europe, and it has been endorsed by the European Association for the Teaching of English (EATE).

The syllabus is divided into three levels: A1, A2, and B1. Each level is further divided into two sublevels: A1.1, A1.2, A2.1, A2.2, B1.1, and B1.2. The syllabus specifies the language skills and knowledge that students should acquire at each level. It also provides guidance on how to teach these skills and knowledge.

The syllabus is intended to be used by teachers of EFL in postgraduate settings. It can be used to develop new courses or to revise existing courses. The syllabus can also be used by students to assess their own progress.

Level A1

At level A1, students should be able to understand and use familiar everyday expressions and very basic phrases aimed at satisfying concrete needs. They should be able to introduce themselves and others and ask and answer questions about personal details such as where they live, people they know, and things they have. They should be able to interact in a simple way provided the other person speaks slowly and clearly and is prepared to repeat or rephrase things.

Grammar

At level A1, students should be able to use the following grammatical structures:
Present simple
Past simple
Present continuous
Imperatives
Possessives
Articles
Quantifiers

Vocabulary

At level A1, students should be able to use the following vocabulary:
Greetings
Introductions
Personal information
Basic verbs
Adjectives
Nouns
Numbers

Level A2

At level A2, students should be able to understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). They should be able to communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. They should be able to describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need.

Grammar

At level A2, students should be able to use the following grammatical structures:
Past continuous
Future simple
Comparatives and superlatives
Conditionals
Passive voice
Reported speech

Vocabulary

At level A2, students should be able to use the following vocabulary:
Jobs
Education
Travel
Food
Shopping
Entertainment

Level B1

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

Grammar

At level B1, students should be able to use the following grammatical structures:
Present perfect
Past perfect
Future perfect
Modal verbs
Gerunds and infinitives
Relative clauses