Touchstone Level4 Cefr Correlations Guide

CEFR Guide
Level 4
Touchstone 4
Common European Framework of Reference for Languages (CEFR)
Contents
Part 1
The Level of Touchstone 4 2
Part 2
Selection of Scales from the CEFR
Part 3
How the Goals of the CEFR Are Realized
in Touchstone 4 4
Part 4
How Each Unit of Touchstone 4 Relates to the CEFR
Touchstone CEFR Guide Level 4 Cambridge University Press 2013
11
Page 1 of 22
CEFR Guide
Level 4
Part 1
The Level of Touchstone 4
Touchstone 4 covers level B1 of the CEFR. This table describes the general degree of skill
achieved by learners at the B1 level.
Skill
The learner will be able to:
Speaking
connect phrases in a simple way in order to describe experiences, events, dreams, hopes, and
ambitions.
briefly give reasons and explanations for opinions and plans.
narrate a story or relate the plot of a book or film and describe his/her reactions.
deal with most situations likely to arise while traveling in an area where the language is
spoken.
enter into conversation on topics that are familiar, of personal interest, or pertinent to
everyday life (e.g., family, hobbies, work, travel, and current events).
Writing
write simple, connected text on topics that are familiar or of personal interest.
write personal letters describing experiences and impressions.
Listening
understand the main points of clear, standard speech on familiar matters regularly
encountered in work, school, leisure, etc.
understand the main point of many radio or TV programs on current affairs or topics of
personal or professional interest, when the delivery is relatively slow and clear.
Reading
understand texts that consist mainly of high-frequency, everyday, or job-related language.

understand descriptions of events, feelings, and wishes in personal letters.
Page 2 of 22
CEFR Guide
Level 4
Part 2
Selection of Scales from the CEFR
Touchstone 4 aims to enable learners to achieve goals from the following

scales of the CEFR:
Speaking
Describing experience
Making a case
Addressing audiences
Conversation
Informal discussion
Goal-oriented cooperation
Information exchange
Interviewing and being interviewed
Monitoring and repair
Taking the floor (turn-taking)
Cooperating
Writing
Overall written production
Creative writing
Writing reports and essays
Overall written interaction
Correspondence
Notes, messages, and forms
Listening
Overall listening comprehension
Understanding conversation between native speakers
Listening to audio media and recordings
Reading
Overall reading comprehension
Reading for information and argument
Identifying cues and inferring
Page 3 of 22
CEFR Guide
CEFR Guide
Level 4
Part 3
Level 4
How the Goals of the CEFR Are Realized in Touchstone 4
Speaking
The learner will be able to
Unit 1
Unit 2
reasonably fluently relate a

straightforward narrative or description
as a linear sequence of points. (Describing
experience B1)
1C
2B
Unit 3 Unit 4
Unit 5
Unit 6
give detailed accounts of experiences,

describing feelings and reactions.
(Describing experience B1)
relate details of unpredictable occurrences,
e.g., an accident. (Describing experience
B1)
Unit 7
Unit 8
Unit 9
8B
9A
9B
9C
Unit 10 Unit 11 Unit 12
10A
1C
describe dreams, hopes, and ambitions.

12B
describe events, real or imagined.

10A
narrate a story. (Describing experience B1)
6A
6D
develop an argument well enough to be

followed without difficulty most of the
time. (Putting a case B1)
briefly give reasons and explanations for
opinions, plans, and actions. (Putting a case
B1)
12B
5C
5D
2A
11B
Page 4 of 22
CEFR Guide
CEFR Guide
Level 4
Level 4
Speaking continued...
Unit 1
Unit 2
give a prepared, straightforward

presentation on a familiar topic within
his/her field, which is clear enough to
be followed without difficulty most of
the time, and in which the main points
are explained with reasonable precision.
(Addressing audiences B1)
enter unprepared into conversations on
familiar topics. (Conversation B1)
Unit 3 Unit 4
Unit 7
Unit 8
Unit 9
1A
1B
1D
2C
2D
3A
3B
3C
11C
4A
4B
4C
5A
5B
5C
5D
6B
6D
4C
2B
6C
give brief comments on the views of

others. (Informal discussion B1)
give or seek personal views and opinions
in discussing topics of interest. (Informal
discussion B1)
Unit 6
3D
maintain a conversation or discussion, but

may sometimes be difficult to follow when
trying to say exactly what he/she would
like to. (Conversation B1)
express and respond to feelings such as
surprise, happiness, sadness, interest, and
indifference. (Conversation B1)
Unit 5
5C
5D
2A
2B
2D
3B
3C
make his/her opinions and reactions

understood regarding solutions to
problems or practical questions of where
to go, what to do, or how to organize an
event (e.g., an outing). (Informal discussion
B1)
7A
7C
8C
7C
8B
10B
10D
11A
11B
11C
11D
12B
12D
11C
12C
6B
5A
5B
5C
5D
4A
9A
9B
9C
9D
8A
8B
8C
7B
7C
7D
10B
10C
12A
11C
Page 5 of 22
CEFR Guide
CEFR Guide
Level 4
Level 4
express belief, opinion, agreement and
disagreement politely. (Informal discussion
B1)
Unit 1
Unit 2
Unit 3 Unit 4
Unit 5
Unit 6
2A
2B
2D
3B
3C
5A
5B
6C
generally follow what is said and, when

necessary, repeat back part of what
someone has said to confirm mutual
understanding. (Cooperation B1)
4C
make his/her opinions and reactions

understood regarding possible solutions
or the question of what to do next,
giving brief reasons and explanations.
(Cooperation B1)
4A
invite others to give their views on how to

proceed. (Cooperation B1)
exchange, check, and confirm accumulated
factual information on familiar, routine,
and nonroutine matters within his/her
field with some confidence. (Information
exchange B1)
Unit 7
Unit 8
Unit 9
8A
8B
8C
7B
7C
7D
12A
10C
11C
10C
2C
4C
10B
Page 6 of 22
CEFR Guide
CEFR Guide
Level 4
Level 4
Unit 1
Unit 2
Unit 3 Unit 4
find out and convey straightforward,

factual information. (Information exchange
B1)
Unit 5
Unit 6
4D
Unit 7
Unit 8
Unit 9
7A
7B
carry out a prepared interview, checking

and confirming information, though he/she
may occasionally have to ask for repetition
if the other persons response is rapid or
extended. (Interviews B1)
use a prepared questionnaire to carry
out a structured interview, with some
spontaneous follow-up questions.
(Interviews B1)
12D
1A
1B
1D
2D
3A
4A
6D
7A
10C
ask for confirmation that a form used is

correct. (Monitoring B1)
10C
initiate, maintain, and close simple, faceto-face conversations on topics that are
familiar or of personal interest. (Turntaking B1)
repeat back part of what someone has said
to confirm mutual understanding and help
keep the development of ideas on course,
and to invite others into the discussion.
(Cooperating B1)
4C
2C
8C
11C
12C
4C
Page 7 of 22
CEFR Guide
CEFR Guide
Level 4
Level 4
Writing
Unit 1
write straightforward, connected texts

on a range of familiar subjects within his/
her field of interest, by linking a series
of shorter, discrete elements into a linear
sequence. (Overall production B1)
1D
Unit 2
Unit 3
Unit 4
3D
4D
Unit 5
Unit 6
Unit 7
6D
7D
Unit 8
Unit 9
9D
10D
11D
write accounts of experiences, describing

1D
feelings and reactions in simple, connected
text. (Creative writing B1)
narrate a story. (Creative writing B1)
6D
write short, simple essays on topics of

interest. (Reports and essays B1)
3D
4D
11D
7D
write very brief reports in a conventional,

standardized format, which convey routine
factual information and state reasons for
actions. (Reports and essays B1)
9D
5D
convey information and ideas on

abstract as well as concrete topics, check
information, and ask about or explain
problems with reasonable precision.
(Overall interaction B1)
write personal letters and notes asking
for or conveying simple information of
immediate relevance, getting across the
points he/she feels are important. (Overall
interaction B1)
10D
2D
write personal letters describing

experiences, feelings, and events in some
detail. (Correspondence B1)
write notes conveying simple information
of immediate relevance to friends, service
people, teachers, and others who feature
in his/her everyday life, getting across
comprehensibly the points he/she feels are
important. (Notes, messages, and forms
B1)
8D
12D
8D
12D
5D
Page 8 of 22
CEFR Guide
CEFR Guide
Level 4
Level 4
Listening
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
understand the main points of

clear, standard speech on familiar
matters regularly encountered
in work, school, leisure, etc.,
including short narratives. (Overall
comprehension B1)
1B
1C
1D
2A
2C
2D
3A
3C
3D
4A
4B
4D
5A
5B
5C
6A
6B
7A
7C
8A
8C
8D
9A
9D
10C
10D
11A
11C
11D
12A
12C
12D
4A
4B
5C
7A
8C
8D
10C
11C
12A
12C
12D
4D
5A
5B
7A
7C
8A
10D
11A
11D
generally follow the main points

of extended discussion around
him/her, provided speech is clearly
articulated in standard dialect.
(Understanding conversation B1)
2C
1B
understand the main points of
1C
radio news bulletins and simpler
1D
recorded material about familiar
subjects, delivered relatively slowly
and clearly. (Audio media and
recordings B1)
2A
2D
3A
3C
3D
6A
6B
9A
9D
Page 9 of 22
CEFR Guide
CEFR Guide
Level 4
Level 4
Reading
The learner will be able to:
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
read straightforward, factual texts

on subjects related to his/her field
and interests with a satisfactory
level of comprehension. (Overall
comprehension B1)
1A
1D
2D
3D
4D
5D
6D
7D
8D
9A
9D
10A
10D
7D
8D
identify the main conclusions in

clearly signaled argumentative
texts. (Information and argument
B1)
4D
1A
recognize significant points in
straightforward newspaper articles 1D
on familiar subjects. (Information
and argument B1)
2D
identify unfamiliar words from the 1D

context on topics related to his/her
field and interests. (Inferring B1)
2D
3D
4D
5D
6D
5D
6D
7D
11D
12D
12D
9A
9D
10A
10D
9D
10D
11D
Page 10 of 22
CEFR Guide
Level 4
Part 4
How Each Unit of Touchstone 4 Relates to the CEFR
Unit 1
Skills Area
Goal
Lesson
Speaking
Reasonably fluently relate a straightforward narrative or description as a

linear sequence of points (Describing experience B1)
Relate details of unpredictable occurrences, e.g., an accident (Describing

experience B1)
Enter unprepared into conversations on familiar topics (Conversation B1)
A, B, D
Use a prepared questionnaire to carry out a structured interview, with

some spontaneous follow up questions (Interviews B1)
A, B, D
Write straightforward, connected texts on a range of familiar subjects

within his/her field of interest, by linking a series of shorter, discrete
elements into a linear sequence (Overall production B1)
Writing
Write accounts of experiences, describing feelings and reactions in simple, D

connected text (Creative writing B1)
Listening
Reading
Understand the main points of clear, standard speech on familiar matters

regularly encountered in work, school, leisure, etc., including short
narratives (Overall comprehension B1)
B, C, D
Understand the main points of radio news bulletins and simple recorded
material about familiar subjects, delivered relatively slowly and clearly
(Audio media and recordings B1)
B, C, D
Read straightforward, factual texts on subjects related to his/her

field and interests with a satisfactory level of comprehension (Overall
comprehension B1)
A, D
Recognize significant points in straightforward newspaper articles on

familiar subjects (Information and argument B1)
A, D
Identify unfamiliar words from the context on topics related to his/her

field and interests (Inferring B1)
Page 11 of 22
CEFR Guide
Level 4
Unit 2
Skills area
Goal
Lesson
Speaking

Briefly give reasons and explanations for opinions, plans, and actions
(Putting a case B1)
C, D
Express and respond to feelings such as surprise, happiness, sadness,

interest, and indifference (Conversation B1)
Give or seek personal views and opinions in discussing topics of interest

(Informal discussion B1)
A, B, D
Express belief, opinion, agreement, and disagreement politely (Informal

discussion B1)
A, B, D
Exchange, check, and confirm accumulated factual information on

familiar, routine, and nonroutine matters within his/her field with some
confidence (Information exchange B1)

some spontaneous follow-up questions (Interviews B1)
Repeat back part of what someone has said to confirm mutual

understanding and help keep the development of ideas on course, and to
invite others into the discussion (Cooperating B1)
Writing
Write personal letters and notes asking for or conveying simple

information of immediate relevance, getting across the points he/she
feels are important (Overall interaction B1)
Listening

A, C, D
Generally follow the main points of extended discussion around him/her,

provided speech is clearly articulated in standard dialect (Understanding
conversation B1)
A, D

comprehension B1)


Reading
Page 12 of 22
CEFR Guide
Level 4
Unit 3
Skills Area
Goal
Lesson
Speaking
Give a prepared, straightforward presentation on a familiar topic within

his/her field, which is clear enough to be followed without difficulty most
of the time, and in which the main points are explained with reasonable
precision (Addressing audiences B1)
A, B, C

B, C

discussion B1)
B, C


Write short, simple essays on topics of interest (Reports and essays B1)

A, C, D
A, C, D

comprehension B1)

Writing
Listening
Reading
Page 13 of 22
CEFR Guide
Level 4
Unit 4
Skills Area
Goal
Lesson
Speaking
A, B, C
Maintain a conversation or discussion, but may sometimes be difficult to

C
follow when trying to say exactly what he/she would like to (Conversation
B1)
Writing
Listening
Reading
Make his/her opinions and reactions understood regarding solutions to

problems or practical questions of where to go, what to do, or how to
organize an event (e.g., an outing) (Informal discussion B1)
Generally follow what is said and, when necessary, repeat back part of
what someone has said to confirm mutual understanding (Cooperation
B1)
Make his/her opinions and reactions understood regarding possible

solutions to the question of what to do next, giving brief reasons and
explanations (Cooperation B1)

Find out and convey straightforward, factual information (Information

exchange B1)

Initiate, maintain, and close simple, face-to-face conversations on topics

that are familiar or of personal interest (Turn-taking B1)
Repeat back part of what someone has said to confirm mutual

understanding and help keep the development of ideas on course, and to
invite others into the discussion (Cooperating B1)


A, B, D

conversation B1)
A, B

comprehension B1)
Identify the main conclusions in clearly signaled argumentative texts

(Information and argument B1)

Page 14 of 22
CEFR Guide
Level 4
Unit 5
Skills Area
Goal
Lesson
Speaking
Develop an argument well enough to be followed without difficulty most

of the time (Putting a case B1)
C, D
A, B, C, D
Give brief comments on the views of others (Informal discussion B1)
C, D

A, B, C, D

discussion B1)
A, B
Writing
Convey information and ideas on abstract as well as concrete topics, check D

information, and ask about or explain problems with reasonable precision
(Overall interaction B1)
Write personal letters describing experiences, feelings, and events in some D
detail (Correspondence B1)
Listening
Reading

A, B, C

conversation B1)
A, B

comprehension B1)


Page 15 of 22
CEFR Guide
Level 4
Unit 6
Skills Area
Goal
Lesson
Speaking
Narrate a story (Describing experience B1)
A, D
B, D

Give brief comments on the views of others (Informal discussion B1)

discussion B1)


Narrate a story (Creative writing B1)

A, B
A, B

comprehension B1)


Writing
Listening
Reading
Page 16 of 22
CEFR Guide
Level 4
Unit 7
Skills Area
Speaking
Goal
Lesson

C
B1)
Writing
Listening
Reading


B, C, D

solutions or the question of what to do next, giving brief reasons and
B, C, D
Find out and convey straightforward, factual information (Information

exchange B1)
A, B


Write very brief reports in a conventional, standardized format, which

convey routine factual information and state reasons for actions (Reports
and essays B1)

A, C

conversation B1)
A, C

comprehension B1)


Page 17 of 22
CEFR Guide
Level 4
Unit 8
Skills Area
Goal
Lesson
Speaking


C
B1)
Writing
Listening
Reading


A, B, C

discussion B1)
A, B, C
Initiate, maintain, and close simple, face-to-face conversation on topics


Write notes conveying simple information of immediate relevance to

friends, service people, teachers, and others who feature in his/her
everyday life, getting across comprehensibly the points he/she feels are
important (Notes, messages and forms B1)

A, C, D

conversation B1)
C, D

comprehension B1)

Page 18 of 22
CEFR Guide
Level 4
Unit 9
Skills Area
Goal
Lesson
Speaking

A, B, C
A, B, C, D

Write very brief reports in a conventional, standardized format which

convey routine factual information and state reasons for actions (Reports
and essays B1)

A, D
A, D

comprehension B1)
A, D

A, D

Writing
Listening
Reading
Page 19 of 22
CEFR Guide
Level 4
Unit 10
Skills Area
Goal
Lesson
Speaking
Give detailed accounts of experiences, describing feelings and reactions

Describe events, real or imagined (Describing experience B1)
B, D



solutions to the question of what to do next, giving brief reasons and
Invite others to give their views on how to proceed (Cooperation B1)


Ask for confirmation that a form used is correct (Monitoring B1)

Narrate a story (Creative writing B1)

C, D

conversation B1)
Understand the main points of radio news bulletins and simpler recorded

comprehension B1)
A, D

A, D

Writing
Listening
Reading
Page 20 of 22
CEFR Guide
Level 4
Unit 11
Skills Area
Goal
Lesson
Speaking
Briefly give reasons and explanations for opinions, plans, and actions
(Putting a case B1)
Give a prepared, straightforward presentation on a familiar topic within

his/her field, which is clear enough to be followed without difficulty most
of the time, and in which the main points are explained with reasonable
precision (Addressing audiences B1)
A, B, C, D

C
B1)
Writing
Listening
Reading


solutions or the question of what to do next, giving brief reasons and



A, C, D

conversation B1)
material about familiar subjects delivered relatively slowly and clearly
A, D

comprehension B1)

Page 21 of 22
CEFR Guide
Level 4
Unit 12
Skills Area
Speaking
Goal
Lesson
Describe dreams, hopes, and ambitions (Describing experience B1)
Describe events, real or imagined (Describing experience B1)
B, D

C
B1)

discussion B1)
Generally follow what is said and, when necessary, repeat back part of
what someone has said to confirm mutual understanding (Cooperation
B1)
Writing
Listening
Reading
Carry out a prepared interview, checking and confirming information,

though he/she may occasionally have to ask for repetition if the other
persons response is rapid or extended (Interviews B1)


Write notes conveying simple information of immediate relevance to

friends, service people, teachers, and others who feature in his/her
everyday life, getting across comprehensibly the points he/she feels are
important (Notes, messages and forms B1)

A, C, D

conversation B1)
A, C, D

comprehension B1)

Page 22 of 22

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CEFR Guide

The Level of Touchstone 4 2

Selection of Scales from the CEFR

How Each Unit of Touchstone 4 Relates to the CEFR

Touchstone CEFR Guide Level 4 Cambridge University Press 2013

The Level of Touchstone 4

The learner will be able to:

understand texts that consist mainly of high-frequency, everyday, or job-related language.

Touchstone CEFR Guide Level 4 Cambridge University Press 2013

Selection of Scales from the CEFR

Touchstone 4 aims to enable learners to achieve goals from the following

Touchstone CEFR Guide Level 4 Cambridge University Press 2013

How the Goals of the CEFR Are Realized in Touchstone 4

reasonably fluently relate a

give detailed accounts of experiences,

Unit 10 Unit 11 Unit 12

describe dreams, hopes, and ambitions.

describe events, real or imagined.

narrate a story. (Describing experience B1)

develop an argument well enough to be

Touchstone CEFR Guide Level 4 Cambridge University Press 2013

give a prepared, straightforward

Unit 10 Unit 11 Unit 12

give brief comments on the views of

maintain a conversation or discussion, but

make his/her opinions and reactions

Touchstone CEFR Guide Level 4 Cambridge University Press 2013

generally follow what is said and, when

make his/her opinions and reactions

invite others to give their views on how to

Unit 10 Unit 11 Unit 12

Touchstone CEFR Guide Level 4 Cambridge University Press 2013

find out and convey straightforward,

Unit 10 Unit 11 Unit 12

carry out a prepared interview, checking

ask for confirmation that a form used is

Touchstone CEFR Guide Level 4 Cambridge University Press 2013

write straightforward, connected texts

Unit 10 Unit 11 Unit 12

write accounts of experiences, describing

write short, simple essays on topics of

write very brief reports in a conventional,

convey information and ideas on

write personal letters describing

Unit 10 Unit 11 Unit 12

understand the main points of

generally follow the main points

Touchstone CEFR Guide Level 4 Cambridge University Press 2013

Unit 10 Unit 11 Unit 12

read straightforward, factual texts

identify the main conclusions in

identify unfamiliar words from the 1D

Touchstone CEFR Guide Level 4 Cambridge University Press 2013

How Each Unit of Touchstone 4 Relates to the CEFR

Reasonably fluently relate a straightforward narrative or description as a

Relate details of unpredictable occurrences, e.g., an accident (Describing

Enter unprepared into conversations on familiar topics (Conversation B1)

Use a prepared questionnaire to carry out a structured interview, with

Write straightforward, connected texts on a range of familiar subjects

Write accounts of experiences, describing feelings and reactions in simple, D

Understand the main points of clear, standard speech on familiar matters

Read straightforward, factual texts on subjects related to his/her

Recognize significant points in straightforward newspaper articles on

Identify unfamiliar words from the context on topics related to his/her