Our systematic level system ensures substantial growth in your English proficiency!
We accurately assess students’ current English skills and expedite their progress to higher levels. As their English proficiency advances, we provide tailored guidance on official test scores that align with their level and recommend the most suitable courses for their progression.
PHILINTER’s result-oriented educational operation begins with this systematic and precise level system.
| PHILINTER Level |
EQUIVALENT SCORE |
|
IELTS |
TOEIC |
TOEFL |
DET |
CAMBRIDGE |
CEFR |
| 601 |
Proficient |
8.5 – 9.0 |
955 – 990 |
110 – 120 |
145 – 160 |
Proficiency (CPE) |
C2 |
| 501 + |
Upper Advanced |
7.5 – 8.0 |
930 – 950 |
106 – 109 |
135 – 140 |
Advanced (CAE) |
C1 |
| 501 |
Advanced |
7.0 |
905 – 925 |
100 – 105 |
130 |
Advanced (CAE) |
C1 |
| 401 + |
Pre-Advanced |
6.5 |
855 – 900 |
86 – 99 |
120 – 125 |
First (FCE) |
B2 |
| 401 |
Upper-Intermediate |
5.5 – 6.0 |
700 – 850 |
79 – 85 |
115 |
First (FCE) |
B2 |
| 301 + |
Intermediate |
4.5 – 5.0 |
490 – 600 |
65 – 78 |
100 – 110 |
Preliminary (PET) |
B1 |
| 301 |
Pre-Intermediate |
3.5 – 4.0 |
400 – 485 |
53 – 64 |
90 – 95 |
|
B1 |
| 201 + |
Upper Elementary |
3.0 |
345 – 390 |
41 – 52 |
80 – 85 |
Key (KET) |
A2 |
| 201 |
Elementary |
2.0 – 2.5 |
250 – 340 |
30 – 40 |
70 – 75 |
|
A2 |
| 101 + |
Upper Beginner |
1.5 |
160 – 240 |
19 – 29 |
60 – 65 |
|
A1 |
| 101 |
Beginner |
1.0 |
0 – 155 |
0 – 18 |
10 – 55 |
|
Pre-A1 |
LEVEL DESCRIPTION
Describes the details of English proficiency for each level.
| PHILINTER LEVEL |
DESCRIPTION |
| 601 |
Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. |
| 501 + |
Can reformulate ideas differently in order to ensure that people understand exactly what is meant, eliminating the possibility of misunderstandings. Also, has a good command of a broad vocabulary, including collocations and idiomatic expressions; Can overcome gaps in vocabulary with alternatives. Can consistently maintain a high degree of grammatical accuracy; errors are rare and difficult to spot. Can express myself fluently and spontaneously, almost effortlessly. |
| 501 |
Can express fluently and spontaneously, except occasionally, when speaking about a conceptually difficult subject. Has a good command of a broad vocabulary. Can sometimes have to search for expressions but can then find alternatives to express what he/she wants to say. Maintains a high degree of grammatical control in speech and writing. |
| 401 + |
Can express clearly and without much sign of having to restrict what he/she wants to say. Can reformulate ideas in different ways to ensure people understand exactly what is meant. Can maintain good grammatical control. Can sometimes make mistakes but can easily correct them afterwards. Can communicate fluently and spontaneously, even when talking at length about complex subjects. |
| 401 |
Can communicate with reasonable accuracy and can correct mistakes if they have led to misunderstandings. Has a sufficient range of vocabulary to vary formulation and avoid repetition. Can produce stretches of language with a fairly even tempo; although can be hesitant when searching for expressions, there are few noticeably long pauses. Can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker. |
| 301 + |
Can communicate with reasonable accuracy in familiar contexts, though with noticeable influences from mother tongue. Has a sufficient range of language to describe unusual and predictable situations and to express thoughts on abstract or cultural as well as everyday topics (such as music, films). Can express relatively easily when talking freely and keep the conversation going effectively without help, despite occasional pauses to plan and correct what is being said. |
| 301 |
Can keep a conversation going, but sometimes have to pause to plan and correct what is being said. Knows enough vocabulary to talk about family, hobbies and interests, work, travel, news and current events. Can use simple expressions politely in a neutral way in everyday situations. |
| 201 + |
Can generally communicate the main points of what is wanting to say, though sometimes have to simplify it. Knows enough vocabulary for familiar everyday situations and topics but needs to search for the words and sometimes must simplify. Can participate in a longer conversation about familiar topics, but often needs to stop and think or start again in a different way. Can socialize simply but effectively using the simplest common expressions and routines. |
| 201 |
Can communicate in a simple and direct exchange of limited information; in other situations, can generally have to compromise the message. Can use correctly simple phrases learnt for specific situations, but often make basic mistakes – for example mixing up tenses and forgetting to use the right endings. Has enough vocabulary to communicate in simple everyday situations. Can understand with short, simple phrases, but often needs to stop, try with different words – or repeat more clearly. |
| 101 + |
Can communicate limited information about self, family and job in a simple and direct exchange. Has a basic repertoire of phrases to talk about oneself and communicate in common everyday situations. Can use correctly some simple structures that has been memorized. Can speak slowly in a series of very short phrases, stopping and starting when trying to say different words. |
| 101 |
Can speak in very short phrases and isolated words. Has a very basic repertoire of words and simple phrases about family and personal details, plus simple everyday situations. Can use memorized, short phrases for specific purposes with reasonable accuracy. |
EN
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