EXAVER 2 is a proficiency examination in General English, which is not intentionally related to any particular course syllabus. It follows the general principles and standards of The Council of Europe’s Threshold 1990 document. These standards coincide with ALTE Level 2, and are similar to those required by UCLES at Preliminary English Test (PET) Level. The general performance expectations of a candidate for the EXAVER Level 2 exam include the ability:
“to ask questions and to provide information, to elicit opinions, views, preferences, and to express them, to refer to past, present and future events, to express reasons why and conditions under which something may happen and to understand others doing so, etc. Also, they will have to be familiar with certain social conventions and common assumptions inherent in manners of expression in the English Language, and they will need to be aware of how cultural differences may be reflected in communicative behavior.”
(Waystage 1990, p,5. J.A.van Ek and J.L.M. Trim, Council of Europe1991, Cambridge University Press, Cambridge, U.K.)
| Transactions | |
|---|---|
| Asking for repetition, clarification and explanation in written or spoken mode, out, e.g.: | |
| With immigration/security officers, police, officials | Using private transportation / Using public services |
| While making arrangements for accommodation, meals | Seeking/using educational services |
| During situations arising while shopping/buying consumer goods | Finding the way |
| During situations arising related to the use of public transportation | Communicating at work |
| Using information services / Visiting public places | Offering and accepting private hospitality |
| Giving and getting factual information. | Socializing (greeting, addressing people, introducing, taking leave). |
| Expressing and finding out attitudes (agreeing, disagreeing, probability, certainty, preference, intention, regret, sympathy, satisfaction, dissatisfaction, fear, surprise, disappointment, approval, gratitude. | Structuring and repairing communication (asking for clarification, introducing a topic, correcting oneself, summarizing, exemplifying, asking for help, paraphrasing, asking for spelling, closing a conversation). |
| Getting things done (suggesting, advising, warning, instructing, asking for help, inviting, accepting and declining invitations). |
| General conversation/social interaction involving exchanging information, expressing and understanding opinions, attitudes, feelings, hopes, wishes on a range of topics: | |
|---|---|
| Personal life, home, family | House and home |
| Community and social relations | Daily activities, including work and study |
| Current events | Travel and holidays |
| Weather | Family relations |
| Work and/or studies | Health/Education |
| Leisure activities and interests | Food and Drink |
| Travel, places of interest, different countries | Clothing /Shopping |
| Shopping | Giving directions to places |
| Eating out | Language/Services |
| Personal information | |
| – Verb ‘to be’ / Imperative | – Conjunctions | |
| – Simple present: affirmative, negative interrogative: for states and habits Transitive and intransitive forms | – Prepositions: Time, position, distance, (at, in, on) direction, origin, duration, anteriority, posteriority, frequency, manner, agency, instrumentality, benefaction, possession, inclusion, exclusion, similarity See: Threshold 1990, p.132/133 for complete list | |
| – Present continuous: affirmative, negative, interrogative: for present actions and future plans | – Verbs used as subjects | |
| – Simple past: affirmative, negative, interrogative: past events | – Adverbs: Manner / Frequency / Time Degree / Direction / Sequence Comparative and superlative forms | |
| – Present perfect: affirmative, negative, interrogative | – Imperatives | |
| – Past continuous: affirmative, negative, interrogative: interrupted actions, parallel past actions | – Passive voice structures: present, past simple, + infinitive ( I prefer my fish to be fried), with ‘should’ (I think we should be told!) | |
| – Simple future: offers, promises, predictions | – Adjectives: Attributive / Predicative /Participial Colour, size, shape, quality, nationality, Cardinal and ordinal numbers | |
| – Going to – idiomatic future: future plans / intentions. | – Verb phrases, such as: I want to dance / I enjoy swimming | |
| – Present perfect: recent past, general experience, unfinished past | – Possessive adjectives: Physical attributes / Characteristics Physical qualities of objects / Moral qualities of animates Emotional states / Probability Quantitative / some / any / many / much/ a few / a lot of / all / a little / lots of / Regular and irregular comparative forms of adjectives / Regular and irregular superlative forms of adjectives. | |
| – Past perfect: narrative, reported speech | – Conditional structures: type 0, type 1, type 2 | |
| – Modals: can, could, would, will, shall, should, may, might, have (got) to, ought to, must, mustn’t, need, needn’t, used to + infinitive | – Determiners: Indefinite article ‘a’, for unspecified persons/things (There is a man at the door), to specify frequency (twice a day), to designate amount (15 pence a kilo). Definite article ‘the’, Pre- and postdeterminers | |
| – Reported statements and questions using ‘say’, ‘ask’, ‘tell’ | – Gerund as present participle | |
| – Pronouns: Subject pronouns, object pronouns, reflexive pronouns, possessive pronouns, indefinite pronouns, relative pronouns, demonstrative pronouns, idientifying. Impersonal pronouns: there is / there are / Genitive (and apostrophe) |
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