Knows the alphabet, but can't pronounce sounds or make words.
Can recognize common daily English words but can't to use them in a conversation.
Can use one word answers to questions but can't use these words to make sentences.
Can understand simple conversations and can answer questions using complete sentences.
Can use simple sentences to talk about a small number of topics for only a few minutes.
Can participate in conversations about daily topics using 3 or 4 complete sentences.
Can hold a simple conversation with a native speaker, but grammar and vocabulary make communication difficult.
Can hold a conversation with a native speaker using up to 3,000 words in active vocabulary. Grammar doesn't affect communication.
Can understand native speakers speaking slowly and can have a conversation on a wide number of topics. Can't discuss in detail because of limited vocabulary.
Can understand and participate in conversations with native speakers. Grammar doesn't affect communication, but limited vocabulary makes detailed discussion difficult.
Can communicate well with a native speaker using every day English. S/he has enough vocabulary to talk about a wide range of topics. Grammar and fluency don't affect communication, but needs more detailed vocabulary.
Can communicate well in a variety of situations using business and social English vocabulary. Grammar and fluency don't affect communication, but s/he needs to use appropriate vocabulary to avoid misunderstandings.
can communicate effectively with a group of native speakers in a business environment or social situation. Grammar and fluency don't affect communication. However, s/he needs to better understand English language usage to reduce communication problems.
can communicate effectively in any business or social situation. Grammar mistakes and fluency doesn't affect communication. S/he needs to improve very specific and high level business and social vocabulary.
English language abilities are equivalent to the linguistic competence of a native speaker who has received higher education. Students can use English effectively and precisely under all kinds of circumstances.
Student roughly understands public announcements, weather forecast or advertisements, as well as simple production introduction and operational manuals. But s/he cannot understand movies and TV news. E.g. Student can roughly understand BBC or CNN's weather forecast about typhoon, but s/he cannot understand stock market analysis because s/he not familiar with financial English vocabulary.
能以英語討論課程內容，且能以英語作較完整的看圖敘述及轉述內容或故事。但無法以較深入的英語介紹國內外風土民情，也無法較完整地介紹個人相關資訊和經歷等。 實例：能根據個人遊歷泰姬瑪哈陵所拍攝的照片作較完整的看圖介紹，如：The Taj Mahal is a mausoleum built in Agra, India. Emperor Shah Jahan built it in memory of his favorite wife, Mumtaz Mahal, who died giving birth to their fourteenth child.（泰姬瑪哈陵位於印度阿格拉，由蒙兀兒君王沙賈汗所命令興建，為紀念於生產他們第14個小孩時過世的愛妻慕塔芝．瑪哈。）但由於字彙量不足，而無法較完整或深刻地敘述看見泰姬瑪哈陵時的內心感受及遭遇的人事物。
Students is able to discuss the content of an English class in full English and use better English to describe pictures or retell stories. But s/he is not able to use English to introduce foreign customs and cultures or describe their daily routines, jobs, families and backgrounds. E.g. The student can retell the story of Taj Mahal based on his/her travel experiences when s/he is looking at the photo of Taj Mahal. For example, "The Taj Mahal is a mausoleum built in Agra, India. Emperor Shah Jahan built it in memory of his favorite wife, Mumtaz Mahal, who died giving birth to their fourteenth child." Due to the lacking of vocabulary, the student is not able to talk about his/her personal feeling and the things happened when s/he visited Taj Mahal.
能根據字詞結構、上下文意及句型結構等方式推測字詞意義或句子內容，並能有效應用各種閱讀技巧，如擷取大意和推敲文意等。但無法理解短劇或簡易新聞報導等的情節內容。 實例：能透過推敲文意閱讀一般與麥當勞相關之廣告文宣，但因不熟悉新聞報導中的Golden Arches（金色拱門）相當於McDonald's（麥當勞），而無法理解與麥當勞相關之簡易新聞報導內容。
Student can read and understand the message an English paragraph wants to convey by reading it through carefully. S/he is also familiar with various English reading skills and can do extensive reading. But s/he cannot understand English stories, comics, commercials, short plays, short writings and letters. E.g. The student can guess the meaning of McDonald's advertising material and pamphlets, but the student does not know that the report is on McDonald's because s/he cannot relate Golden Arches to McDonald's logo.