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The Bell Syllabus

Note: each level beyond A1 is cumulative, and pres upposes mastery of at least 70% of the requirements of the preceding level.

Level Language Speaking Listening Reading Writing

Understand: Understand: Learn to:
Bell Level 1 Learn how to use: Learn to: - when someone - simple factual - fill in a
Beginner - the alphabet - introduce speaks to you clearly messages on questionnaire with
- to be somebody and use and slowly with postcards , notes or your personal details
- there is / there are basic greeting and pauses and e-mail - write a simple
A1 - have got leave-taking repetition - simple everyday postcard or greeting
- the present simple expressions - simple directions signs card
tense for things that - ask and answer from one place to - when and where - write sentences
are always true simple questions on another local events take and simple phrases
- the present familiar topics and - basic questions place, using a leaflet about yourself and
continuous tense for about personal and instructions or calendar your family
things that are details - numbers, prices - questionnaires
happening around - make and respond and times asking for personal
now to simple statements details
- imperative verbs - make simple - basic commands
- common past purchases on a computer
simple verbs - talk about numbers, program me
- basic question quantities, cost and
forms and short time
answers - order something to
- can for ability and eat or drink
possibility
- like and would like
- subject - verb -
object word order
- possessive
adjectives

Level Language Speaking Listening Reading Writing

Understand: Understand: Learn to:
Bell Level 2 Learn how to use: Learn to: - clear everyday - simple personal e- - write short simple
Elementary - possessive Learn to: speech with mails or letters about notes and
pronouns and ‘s’ - describe yourself, speakers able to everyday life messages
- adverbs of your family and adjust their language - short written - write a simple e-
A2 frequency where you live to help you messages from mail or letter
(sometimes, always) - describe your - the main point in friends and including
In addition - like +ing hobbies and recorded colleagues expressions for
to Bell - countable and interests in a simple announcements - simple texts on greeting, addres sing,
Level 1: uncountable nouns way - the topic of everyday topics asking or thanking
with some, any, - say what you like conversation when - basic information
much, many and dislike people are speaking about people in
- articles a, an, the, - make simple clearly and slowly newspapers
no article transactions in
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- the main point in
- irregular past shops, post offices or short, clear, simple
simple verbs banks messages and
- the present perfect - say what you want announcements
simple with ever in a shop and ask the - essential
- will future price information in short
- going to for future - use public recorded passages
plans transport, asking for based on everyday
- Modal verbs: have to basic information matters
for obligation, should and buying tickets
for advice, could / - ask for and give
might / must / can’t directions referring to
for possibility a map or plan
- too / (not) enough - make and respond
- comparative and to invitations
superlative adjectives - make and accept
- this / that / these / apologies
those - ask for attention
- prepositions of time - show that you
and place understand what’s
- adverbs and being said to you
adjectives - give short basic
- What’s ____ like? descriptions of
events

Level Language Speaking Listening Reading Writing

Understand: Understand: Learn to:
Bell Level 3 Learn how to use: Learn to: - clear everyday - instructions for - write about your
Pre- - the past continuous - discuss with others speech which equipment everyday life in
intermediate tense where to go and what includes repetition - the main points of simple sentences
- subject questions to do and make and reformulation short newspaper - describe an event in
(e.g. Who gave it to arrangements - the main point of articles simple sentences
A2 you?) - describe your most general - the most important and report what
- simple quantity educational conversations information about happened when and
In addition expressions background and your - the main points of leisure activities from where
to Bell Level - the past simple job TV news leaflets and - write a note to tell
2: and continuous in a - describe past brochures somebody where you
narrative experiences where - information from are or where to meet
- the present the order of events is advertisements by - connect simple
continuous for future straightforward skimming the text sentences with and,
arrangements but or because
- can / can’t for - indicate
permission chronological order
- the present perfect of events with first,
simple and then, after etc
continuous with for - complete a
and since questionnaire giving
- the first and second information about
conditional your educational
- used to background, job,
- so / neither interests and skills
- the passive to
describe processes
(The coffee is grown
in..)
- reported speech
with say and tell

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Level Language Speaking Listening Reading Writing

Understand: Understand: Learn to:
Bell Level 4 Learn how to use: Learn to: - clearly articulated - the main points in - write simple texts
Intermediate - the past perfect - start, maintain and speech when short newspaper on a range of topics
simple and close simple face to directed at you, articles within your field of
continuous face conversation on though you may have - the overall meaning interest or
B1 - the past continuous familiar topics to ask for repetition of columns or experience
for unfulfilled - deal with most - follow the main interviews in the - express personal
In addition promises (I was situations when points of extended press views and opinions
to Bell Level going to.. but..) making travel discussion, if clearly - the meaning of in writing
3: - the present simple arrangements or articulated in unknown words and - write personal
with future reference travelling standard dialect phrases from the letters asking for or
- the passive voice in - ask for and follow - short narratives, context giving news and
different tenses detailed directions and be able to guess - how to use different narrating events
- reported speech - - express and what comes next reading techniques - describe the plot of
statements, res pond to feelings - clearly expressed such as skimming a film or book or
commands and such as surprise, radio news bulletins and scanning to get describe a concert
questions, say vs. happiness, on topics of personal relevant information - express feelings in
tell sadness, interes t or interest - the most important writing such as grief,
- tag questions indifference - the main points of information in short happiness, interest,
- the third conditional - give or seek TV program mes on everyday information regret or sympathy
- if only / I wish + personal opinions familiar topics brochures - reply in written form
past perfect - agree or disagree - simple technical - the plot of a clearly to advertisements
- if and unless with someone information such as structured story and and ask for specific
- verbs which can be politely instructions recognise the information on
transitive or - narrate a story significance of products and
intransitive - give detailed events services
- verb + (to) infinitive accounts of - convey, for example
or –ing experiences, by email, short,
- defining relative describing feelings simple information to
clauses and reactions friends or colleagues
- could and be able - describe dreams, - write your CV in
to hopes and summary form
- Modal and semi- ambitions
modal verbs: could - relate the plot of a
/might / will, needn't book or film and
have and didn’t need describe your
to, had better reactions
- used to and would - paraphrase short
- -ed and –ing written passages
adjectives (amazed / orally
amazing)
- make and let
- be used to and get
used to
- would rather /
prefer
- look and look like,
feel like

Level Language Speaking Listening Reading Writing

Understand: Understand: Learn to:
Bell Level 5 Learn how to use: Learn to: - in detail what is - in detail, texts on - write clear detailed
Upper - simple and - initiate, maintain said to you in your specialised reports and texts on
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to The language s…
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you in your specialised reports
For evaluation and texts on
only.
Intermediate continuous verb and end discourse standard language, subject an area of special
forms, in different naturally with even in a noisy - specialised articles interest
tenses, appropriately effective turn-taking environment outside your field - write summaries of
B2 - perfect simple and - exchange - a straightforward, with occasional articles on topics of
continuous forms, in considerable clearly structured dictionary use general interest
In addition different tenses, amounts of detailed lecture on a familiar - the content and - summarise
to Bell Level appropriately factual information topic significance of news information from
4: - the passive in on your field of - most radio articles and reports different media
report structures (it interest programmes and be on familiar topics sources
is believed that..) - convey degrees of able to identify the - writers' points of - discuss a topic in a
- the present simple emotion and speaker's mood view and feelings in composition, giving
and present perfect highlight the - most TV shows and reports on current reasons for or
with time clauses personal films in standard issues against a specific
(when you read it / significance of dialect - reviews of films, point of view
when you have read events books etc, and - develop an
it) - engage in extended summarise the main argument,
- have / get conversation on points emphasising
something done most topics - how to look quickly decisive points and
- indirect questions - give opinions by through a manual including supporting
(I’d like to know providing relevant and find relevant details
where she was) explanations, explanations and - write about events
- statements as arguments and help for a specific and experiences in a
questions comments problem detailed and easily
- the full range of - help a conversation - in a narrative, the readable way
conditional forms, along by confirming reasons for - write a short review
including mixed comprehension, characters’ actions of a film or a book
conditionals inviting others in etc and their - write a personal
- quantifiers and - carry out an consequences for letter or e-mail
determiners such as interview, checking plot development expressing different
each, every, some, and confirming feelings and
none and several information, attitudes and
- past modals with following up emphasising the
perfect infinitive (He interesting replies important aspects of
must have been - give clear, detailed an event
there) descriptions of
- a range of modal subjects within your
forms, plus field of interest
alternative - summarise extracts
expressions such as from news items or
bound to, unlikely to, documentaries
perhaps, be required containing opinions,
to.. argument and
- defining and non- discussion
defining relative - summarise the plot
clauses and sequence of
- articles, including events in a film or
their use in a range play
of fixed expressions - construct a chain of
(the other day, at reasoned argument,
night, once in a linking your ideas
while) logically
- noun and adjective - explain a viewpoint
formation giving the
- common advantages and
collocations disadvantages of an
- auxiliaries for opinion
emphasis (I do like - speculate about
it) causes,
consequences, and
hypothetical
situations
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Level Language Speaking Listening Reading Writing

Understand: Understand: Learn to:
Bell Level 6 Learn how to use: Learn to: - extended speech - long, demanding - write clear and well-
Advanced - ellipsis (leaving out - express your ideas even when it is not texts, and be able structured
words) appropriately and opinions clearly clearly structured orally to summarise compositions and
- different tenses to and precisely - a wide range of these reports on a wide
C1 express nuances of - orally summarise idiomatic - complex reports, range of complex
meaning long demanding texts expres sions, slang commentaries, topics
In addition - a wide range of - give clear, detailed and colloquialisms, contemporary literary - summarise
to Bell adverbs and accounts and including in settings texts and information from
Level 5: adverbial forms and descriptions of such as a film correspondence with different sources
their collocations complex subjects, - even poor quality the occasional use of coherently
(e.g. deeply worried) integrating themes, public a dictionary, and - give detailed
- more complex developing points announcements, and extract ideas and descriptions of
discourse markers in and concluding be able to extract opinions experiences, feelings
speech and writing appropriately information from - complex and events
- Fronting (Out came - give clearly them instructions - write formally
Steve) and there / it / developed - complex technical correct letters e.g. to
what clauses (What presentations on a information e.g. complain
mattered was..) subject in your field operating - write texts which are
- Inversion (Had we - speak with a good instructions grammatically correct
known..) command of broad and stylistically
- Prepositional vocabulary, appropriate with a
phrases (e.g. be consistently wide range of
inspired by) maintaining a high vocabulary
- Compound nouns degree of
and noun phrases grammatical
accuracy

Level Language Speaking Listening Reading Writing

Understand: Understand: Learn to:
Bell Level 7 Learn how to use: Learn to: - any spoken - texts written in a - write well-structured
Advanced - verbs with closely - take part in all language, even very colloquial style and easily readable
related meanings conversations with delivered at fast containing many reports and articles
appropriately and native speakers. You native speed, idiomatic on complex topics
C2 accurately (e.g. rise, only need to pause provided you have expres sions or slang - write a report or
raise, arise) occasionally in order time to get familiar - manuals, essay, giving a
In addition - Varied participles to select precisely the with the accent regulations, and complete account of
to Bell and participle right words contracts in familiar a topic based on
Level 6: phrases (Having left - summarise fields res earch you have
the building..) information from - contemporary carried out,
- subjunctive forms different sources in a literary texts in evaluating detailed
(we propose that she coherent different genres facts and opinions
leave) presentation (prose, poetry, - write a well-
- homonyms (bow - speak with a good drama) structured review of a
and bow), command of paper or project
homophones (write idiomatic giving reasons for
and rite) and expressions and your opinion
homographs (row colloquialisms - write a critical
and row) without review of a cultural
ambiguity event (film, theatre,
literature etc)
- write summaries of
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factual texts
- write clear, well-
structured complex
letters and emails in
an appropriate style

Level Language Speaking Listening Reading Writing

Understand: Understand: Learn to:
Bell Level 8 Use: Be able to: - any spoken - ironic and satirical - write summaries of,
Expert - a range of language - take part effortlessly language, even texts and plays on technical, scientific or
forms with the in all conversations delivered at fast words without literary texts
breadth, variety and with native speakers native speed, and via difficulty - write extended
C2 accuracy of an - present ideas and different media (face - manuals, narratives about
educated native viewpoints in a very to face, telephone, regulations, and experiences in a
In addition speaker flexible manner in public contracts even in clear, fluent style
to Bell - the appropriate style order to give announcement etc) unfamiliar fields appropriate to the
Level 7: and register for every emphasis, - classical literary genre
situation and with differentiate or texts in different - express yourself in
different interlocuters eliminate ambiguity genres (prose, a consciously
/ readers - repair, rephrase poetry, dram a) ironical, ambiguous
- idiom, simile and and paraphras e - literary or satirical or humorous way in
metaphor smoothly in texts where much is a letter or e-mail
appropriately conversation said in an indirect
- new and borrowed - convey finer shades and ambiguous way
words (metros exual, of meaning precisely, with hidden value
blasé) using a wide range of judgements
- slang expressions to - different stylistic
- puns qualify statements means (e.g. puns,
and and pinpoint the metaphors,
extent to which connotations) and
something is the evaluate their
case function within the
- use idiomatic text
expressions and
colloquialisms with a
native speaker-like
command
- consistently
maintain
grammatical control
of complex language
even when your
attention is otherwise
engaged

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