Touchstone CEFR 2012 Level 2

CEFR Guide
Level 2
Touchstone 2
Common European Framework of Reference for Languages (CEFR) Contents
Contents
Part 1
The Level of Touchstone 2 2
Part 2
Selection of Scales from the CEFR
Part 3
How the Goals of the CEFR Are Realized
in Touchstone 2 4
Part 4
How Each Unit of Touchstone 2 Relates to the CEFR
Touchstone CEFR Guide Level 2 Cambridge University Press 2013
11
Page 1 of 22
CEFR Guide
Level 2
Part 1
The Level of Touchstone 2
Touchstone 2 reviews level A1 of the CEFR and enters level A2. This table
describes the general degree of skill achieved by learners at the A1
and A2 levels.
Skill
Speaking
The learner will be able to:
A1
A2
use simple phrases and sentences to describe

where he/she lives and people he/she knows.
use a series of phrases and sentences to

describe in simple terms his/her family and
other people, living conditions, educational
background, and present or most recent job.
interact in a simple way, provided the other

person is prepared to repeat or rephrase
things at a slower rate of speech and help
him/her formulate what he/she is trying to
say.
Writing
ask and answer simple questions in areas of

immediate need or on very familiar topics.
handle very short social exchanges, even

though he / she cant usually understand
enough to keep the conversation going him/
herself.
write simple, isolated phrases and sentences.
write short, simple notes and messages

relating to matters in areas of immediate
need.
write a short, simple postcard, for example,

sending holiday greetings.
fill in forms with personal details, for
example, entering his/her name, nationality,
and address on a hotel registration form.
Listening
communicate in simple and routine tasks

requiring a simple and direct exchange of
information on familiar topics and activities.
recognize familiar words and very basic

phrases concerning him/herself, his/her
family, and immediate concrete surroundings
when people speak slowly and clearly.
write a very simple personal letter, for

example, thanking someone for something.
understand phrases and the highest frequency vocabulary related to areas of the
most immediate personal relevance, (e.g.,
very basic personal and family information,
shopping, the local area, and employment).
catch the main point in short, clear, simple
messages and announcements.
Reading
understand familiar names, words, and very

simple sentences, for example, on notices
and posters or in catalogs.
read very short, simple texts.

find specific, predictable information
in simple everyday material, such as
advertisements, prospectuses, menus, and
timetables; and understand short, simple
personal letters.
Page 2 of 22
CEFR Guide
Level 2
Part 2
Selection of Scales from the CEFR
Touchstone 2 aims to enable learners to achieve goals from the following

scales of the CEFR:
Speaking
Describing experience
Conversation
Informal discussion
Goal-oriented cooperation
Information exchange
Interviewing and being interviewed
Compensating
Turn-taking
Cooperating
Asking for clarification
Writing
Overall written production
Creative writing
Overall written interaction
Correspondence
Notes, messages, and forms
Listening
Overall listening comprehension
Understanding conversation between native speakers
Listening to announcements and instructions
Listening to audio media and recordings
Reading
Overall reading comprehension
Reading correspondence
Reading for information and argument
Reading instructions
Page 3 of 22
CEFR Guide
CEFR Guide
Level 2
Part 3
Level 2
How the Goals of the CEFR Are Realized in Touchstone 2
Speaking
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
tell a story or describe something

in a simple list of points.
(Describing experience A2)
describe everyday aspects of
his/her environment, e.g.,
people, places, or a job or study
experience. (Describing experience
A2)
5B
Unit 7
Unit 8
Unit 9
8B
8C
9A
9B
9D
6A
6B
6D
12B
4B
4C
give short, basic descriptions of

events and activities. (Describing
experience A2)
describe plans and arrangements,
habits and routines, past activities,
and personal experiences.
3A
3B
4A
4B
3C
Unit 10 Unit 11 Unit 12
9D
5A
5B
5C
9B
use simple, descriptive language to

make brief statements about and
compare objects and possessions.
10A
10B
10D
explain what he/she likes or

dislikes about something.
10A
10D
describe people, places, and

possessions in simple terms.
8A
8B
8C
describe him/herself, what he/

she does, and where he/she lives.
1B
use simple, everyday polite

forms of greeting and address.
(Conversation A2)
1C
12A
12B
12D
10B
11A
11B
11D
2A 2D
2B
2C
Page 4 of 22
CEFR Guide
Level 2
CEFR Guide
Level 2
Speaking continued...
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
make and respond to invitations,

suggestions, and apologies.
(Conversation A2)
say what he/she likes and dislikes.
(Conversation A2)
Unit 7
Unit 9
7B
7C
1B
5B
2A
2B
2C
2D
8B
make and respond to suggestions.

(Informal discussion A2)
7B
7C
discuss everyday practical issues

in a simple way when addressed
clearly, slowly, and directly.
(Informal discussion A2)
7A
7B
7C
communicate in simple and

routine tasks using simple phrases
to ask for and provide things,
to get simple information, and
to discuss what to do next.
(Cooperation A2)
6A
6B
6C
6D
8C
12C
8C
12C
8A
deal with everyday practical

demands, and find out and
pass on straightforward, factual
information. (Information
exchange A2)
ask and answer questions about
habits and routines (Information
exchange A2)
Unit 8
11B
3A
3B
3C
Page 5 of 22
CEFR Guide
Level 2
CEFR Guide
Level 2
Unit 1
Unit 2
Unit 3

pastimes and past activities.
(Information exchange A2)
Unit 4
Unit 5
4A
4B
4C
5A
5B
5C
give and follow simple directions

and instructions, e.g., explain how
to get somewhere. (Information
exchange A2)
what he/she does at work and in
his/her free time. (Information
exchange A2)
Unit 6
Unit 7
Unit 8
Unit 9
9B
6A
6B
6C
2A
2C
3A
ask for and give directions

referring to a map or plan.
6A
6B
ask for and provide personal

information. (Information
exchange A2)
4A
11A
11D
1A
1C
him/herself and other people,
where they live, people they know, 1D
and things they have. (Information
exchange A1)
answer simple questions and

1D
respond to simple statements in an
interview. (Interviews A2)
2A
2C
3C
4A
5A
5C
6A
6D
8C
8D
11A
12A
12D
Page 6 of 22
CEFR Guide
CEFR Guide
Level 2
Level 2
Unit 1
reply in an interview to simple,

direct questions - spoken very
slowly and clearly in direct, nonidiomatic speech -about personal
details (Interviews A1)
1A
1C
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
use an inadequate word from his/

her repertoire and use gesture to
clarify what he/she wants to say.
(Compensating A2)
use simple techniques to
start, maintain, or end a short
conversation. (Turn taking A2)
indicate when he/she is following.
(Cooperating A2)
11C
1C
3C
9C
3C
9C
ask for clarification about key

words or phrases not understood,
using stock phrases. (Asking for
clarification A2)
6C
10C
11C
Page 7 of 22
CEFR Guide
CEFR Guide
Level 2
Level 2
Writing
Unit 1
write a series of simple phrases

and sentences linked with simple
connectors and, butand
because(Overall production A2)
write simple, isolated phrases and
sentences. (Overall production A1)
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
2D
3D
4D
5D
6D
7D
8D
9D
10D
11D
12D
10D
11D
12D
1D
write about everyday aspects of

his/her environment - e.g., people,
places, a job or study experience,
in linked sentences. (Creative writing
6D
8D
A2)
write very short, basic descriptions

of events, past activities, and
personal experiences. (Creative
5D
9D
writing A2)
write short, simple formulaic notes

relating to matters in areas of
immediate need. (Overall interaction
2D
3D
4D
7D
A2)
write a short, simple postcard.
7D
(Correspondence A1)
write short, simple notes and

messages relating to matters in
areas of immediate need. (Notes,
2D
3D
4D
messages, and forms A2)
Page 8 of 22
CEFR Guide
CEFR Guide
Level 2
Level 2
Listening
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
understand phrases and expressions

1A
related to areas of most immediate
1C
priority (e.g., very basic personal and
family information, shopping, local
geography, or employment), provided
speech is clearly and slowly articulated.
(Overall comprehension A2)
2C
2D
3A
3D
4C
4D
5C
5D
6B
6C
7C
7D
8C
8D
9C
9D
10C
10D
11C
11D
12C
12D
generally identify the topic of

discussion around him/her, when
it is conducted slowly and clearly.
(Understanding conversation A2)
2D
10C
11C
12C
10D
11D
12D
1A
1C
8C
understand simple directions

relating to how to get from X to
Y, by foot or public transportation.
6B
6C
(Announcements and instructions A2)
understand and extract the

essential information from short,
recorded passages dealing with
predictable, everyday matters,
which are delivered slowly and
clearly. (Audio media and recordings
2C
3A
3D
4C
4D
5C
5D
7C
7D
8D
9C
9D
A2)
Page 9 of 22
CEFR Guide
CEFR Guide
Level 2
Level 2
Reading
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
understand short, simple texts

containing the highest-frequency
vocabulary, including a proportion of
shared international vocabulary items.
1D
2D
3D
4D
5D
6D
7D
8D
9D
10D
11D
12D
11D
12D
2D
understand short, simple personal

letters. * (Correspondence A2)
identify specific information

in simpler written material he/
she encounters, such as letters,
brochures, and short newspaper
articles describing events.
4D
3D
4D
10D
5D
6D
7D
8D
9D
10D
(Information and argument A2)
get an idea of the content of simple

informational material and short,
simple descriptions, especially if there
is visual support. (Information and
argument A1)
1D
follow short, simple written

directions, e.g., to go from X to Y.
6D
(Instructions A1)
* This goal is understood to include more up-to-date forms of correspondence such as emails, web postings, and text messages.
Page 10 of 22
CEFR Guide
Level 2
Part 4
How Each Unit of Touchstone 2 Relates to the CEFR
Unit 1
Skills Area
Goal
Lesson
Describe him/herself, what he/she does, and where he/she lives (Describing
Use simple, everyday polite forms of greeting and address (Conversation
Say what he/she likes and dislikes (Conversation A2)
Ask and answer questions about him/herself and other people: where
they live, people they know, and things they have (Information exchange
A, C, D
Answer simple questions and respond to simple statements in an

interview (Interviews A2)
Reply in an interview to simple, direct questions - spoken very slowly and

clearly in direct, non-idiomatic speech - about personal details (Interviews
A, C
Use simple techniques to start, maintain, or end a short conversation
Writing
Write simple, isolated phrases and sentences (Overall production A1)
Listening
Understand phrases and expressions related to areas of most immediate

priority (e.g., very basic personal and family information, shopping,
local geography, or employment), provided speech is clearly and slowly
articulated (Overall comprehension A2)
A, C
Generally identify the topic of discussion around him/her, when it is

conducted slowly and clearly (Understanding conversation A2)
A, C
Understand short, simple texts containing the highest-frequency

vocabulary, including a proportion of shared international vocabulary
items (Overall comprehension A2)
Get an idea of the content of simple informational material and short,

simple descriptions, especially if there is visual support (Information and
Speaking
experience A1)
A2)
A1)
A1)
(Compensating A2)
Reading
argument A1)
Page 11 of 22
CEFR Guide
Level 2
Unit 2
Skills Area
Speaking
Writing
Listening
Reading
Goal
Lesson
Describe him/herself, what he/she does, and where he/she lives (Describing
A, B, C, D
A, B, C, D
Ask and answer questions about what he/she does at work and in his/her
free time (Information exchange A2)
A, C

A, C
Write a series of simple phrases and sentences linked with simple

connectors such asand, but and because (Overall production A2)
Write short, simple formulaic notes relating to matters in areas of

immediate need (Overall interaction A2)
Write short, simple notes and messages relating to matters in areas of

immediate need (Notes, messages, and forms A2)

C, D

Understand and extract the essential information from short, recorded

passages dealing with predictable, everyday matters, which are delivered
slowly and clearly (Audio media and recordings A2)

Understand short, simple personal letters * (Correspondence A2)
experience A1)
Page 12 of 22
CEFR Guide
Level 2
Unit 3
Skills Area
Goal
Lesson
Speaking
Describe plans and arrangements, habits and routines, past activities, and
personal experiences (Describing experience A2)
A, B, C
Ask and answer questions about habits and routines (Information exchange
A, B, C
Ask and answer questions about what he/she does at work and in his/her
free time (Information exchange A2)

Indicate when he/she is following (Cooperating A2)

connectors such as and, but, and because (Overall production A2)


immediate need (Notes, messages and forms A2)

A, D

A, D

A2)
(Compensating A2)
Writing
Listening
Reading
Identify specific information in simple written material he/she encounters, D

such as letters, brochures, and short newspaper articles describing events
Page 13 of 22
CEFR Guide
Level 2
Unit 4
Skills Area
Speaking
Goal
Lesson
Give short, basic descriptions of events and activities (Describing experience
B, C
A, B
Ask and answer questions about pastimes and past activities (Information
A, B, C
Ask for and give directions referring to a map or plan (Information


connectors such as and, but, and because(Overall production A2)


immediate need (Notes, messages, and forms A2)

C, D

C, D

Identify specific information in simpler written material he/she

encounters, such as letters, brochures, and short newspaper articles
describing events (Information and argument A2)
A2)
exchange A2)
exchange A2)
Writing
Listening
Reading
Page 14 of 22
CEFR Guide
Level 2
Unit 5
Skills Area
Goal
Lesson
Speaking
Describe everyday aspects of his/her environment, e.g., people, places, or

a job or study experience (Describing experience A2)
A, B, C
Ask and answer questions about pastimes and past activities (Information
A, B, C

A, C

Write very short, basic descriptions of events, past activities, and personal
experiences (Creative writing A2)

C, D

passages dealing with predictable everyday matters which are delivered slowly
C, D


exchange A2)
Writing
Listening
and clearly (Audio media and recordings A2)
Reading
Page 15 of 22
CEFR Guide
Level 2
Unit 6
Skills Area
Speaking
Goal
Describe everyday aspects of his/her environment, e.g., people,
places, or a job or study experience (Describing experience A2)
Communicate in simple and routine tasks using simple phrases
to ask for and provide things, to get simple information, and to
discuss what to do next (Cooperation A2)
Give and follow simple directions and instructions, e.g., explain
how to get somewhere (Information exchange A2)
Ask for and give directions referring to a map or plan (Information
Lesson
A, B, D

Ask for clarification about key words or phrases not understood,
using stock phrases (Asking for clarification A2)
connectors such as and, but, and because (Overall production
A, D
Write about everyday aspects of his/her environment - e.g.,

people, places, or a job or study experience - in linked sentences
Understand phrases and expressions related to areas of

most immediate priority (e.g., very basic personal and family
information, shopping, local geography, or employment), provided
speech is clearly and slowly articulated (Overall comprehension A2)
Understand simple directions relating to how to get from X to Y, by
foot or public transportation (Announcements and instructions A2)
vocabulary, including a proportion of shared international
vocabulary items (Overall comprehension A2)
Identify specific information in simple written material he/she
Follow short, simple written directions, e.g., to go from X to Y
B, C
exchange A2)
Writing
A, B, C, D
A, B, C
A, B
C
D
A2)
(Creative writing A2)
Listening
Reading
B, C
D
(Instructions A1)
Page 16 of 22
CEFR Guide
Level 2
Unit 7
Skills Area
Goal
Lesson
Speaking
Make and respond to invitations, suggestions, and apologies (Conversation
B, C
Make and respond to suggestions (Informal discussion A2)
B, C
Discuss everyday practical issues in a simple way when addressed clearly,

slowly, and directly (Informal discussion A2)
A, B, C

Write short, simple, formulaic notes relating to matters in areas of

Write a short, simple postcard (Correspondence A1)

local geography, or employment) provided speech is clearly and slowly
C, D

C, D


Writing
Listening
Reading
A2)
Page 17 of 22
CEFR Guide
Level 2
Unit 8
Skills Area
Speaking
Goal
Lesson
Tell a story or describe something in a simple list of points (Describing B, C
experience A2)
Describe people, places, and possessions in simple terms (Describing
A, B, C

Discuss everyday practical issues in a simple way when addressed
clearly, slowly, and directly (Informal discussion A2)
Communicate in simple and routine tasks using simple phrases
to ask for and provide things, to get simple information, and to
discuss what to do next (Cooperation A2)
Deal with practical, everyday demands and find out and pass on
straightforward, factual information (Information exchange A2)
B
C
experience A2)
Writing
A
C, D
D
A2)
Write about everyday aspects of his/her environment - e.g., people, D

places, or a job or study experience - in linked sentences (Creative
writing A2)
Listening
Reading

Understand and extract the essential information from short,
recorded passages dealing with predictable, everyday matters,
which are delivered slowly and clearly (Audio media and recordings A2)
Identify specific information in simple written material he/she
C, D
C
D
Page 18 of 22
CEFR Guide
Level 2
Unit 9
Skills Area
Speaking
Goal
Lesson
Tell a story or describe something in a simple list of points (Describing A, B, D
experience A2)
Give short, basic descriptions of events and activities (Describing
Describe plans and arrangements, habits and routines, past

activities, and personal experiences (Describing experience A2)
Ask and answer questions about pastimes and past activities
Use simple techniques to start, maintain, or end a short

conversation (Compensating A2)
Indicate when he/she is following (Cooperating A2)
Write very short, basic descriptions of events, past activities, and

personal experiences (Creative writing A2)
which are delivered slowly and clearly (Audio media and recordings A2)
experience A2)
Writing
C
D
A2)
Listening
Reading
C, D
C, D
Page 19 of 22
CEFR Guide
Level 2
Unit 10
Skills Area
Goal
Lesson
Speaking
Use simple, descriptive language to make brief statements about and

compare objects and possessions (Describing experience A2)
A, B, D
Explain what he/she likes or dislikes about something (Describing

experience A2)
A, D

(Compensating A2)

Write about everyday aspects of his/her environment - e.g., people,

places, or a job or study experience - in linked sentences (Creative writing
A2)

C, D



Writing
Listening
Reading
identify specific information in simpler written material he/she encounters D

such as letters, brochures, and short newspaper articles describing events
Page 20 of 22
CEFR Guide
Level 2
Unit 11
Skills Area
Speaking
Goal
Describe people, places, and possessions in simple terms (Describing
Lesson
A, B, D
Deal with practical, everyday demands, and find out and pass on
straightforward, factual information (Information exchange A2)
Ask for and provide personal information (Information exchange A2)
Use an inadequate word from his/her repertoire and use gesture to
clarify what he/she wants to say (Turn taking A2)
Ask for clarification about key words or phrases not understood,
using stock phrases (Asking for clarification A2)
experience A2)
Writing
A, D
A
C
C
D
A2)
Write about everyday aspects of his/her environment - e.g., people, D

places, or a job or study experience - in linked sentences (Creative
writing A2)
Listening
Reading

which are delivered slowly and clearly (Audio media and recordings
A2)
C, D
C
D
Page 21 of 22
CEFR Guide
Level 2
Unit 12
Skills Area
Goal
Lesson
Speaking
describe everyday aspects of his/her environment e.g. people, places, a job B

or study experience (Describing experience A2)
describe plans and arrangements, habits and routines, past activities and
A, B, D
discuss everyday practical issues in a simple way when addressed clearly,

slowly and directly (Informal discussion A2)
communicate in simple and routine tasks using simple phrases to ask for
and provide things, to get simple information and to discuss what to do
next (Cooperation A2)
answer simple questions and respond to simple statements in an interview A, D

(Interviews A2)
Writing
Listening
Reading
write a series of simple phrases and sentences linked with simple

connectors like and, but and because (Overall production A2)
write about everyday aspects of his/her environment, e.g. people, places,

a job or study experience in linked sentences (Creative writing A2)
understand phrases and expressions related to areas of most immediate

priority (e.g. very basic personal and family information, shopping, local
geography, employment) provided speech is clearly and slowly articulated
C, D
generally identify the topic of discussion around him/her, when it is

understand and extract the essential information from short, recorded

passages dealing with predictable everyday matters which are delivered
understand short, simple texts containing the highest frequency

identify specific information in simpler written material he/she encounters D

such as letters, brochures and short newspaper articles describing events
Page 22 of 22

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CEFR Guide

The Level of Touchstone 2 2

Selection of Scales from the CEFR

How Each Unit of Touchstone 2 Relates to the CEFR

Touchstone CEFR Guide Level 2 Cambridge University Press 2013

The Level of Touchstone 2

The learner will be able to:

use simple phrases and sentences to describe

use a series of phrases and sentences to

interact in a simple way, provided the other

ask and answer simple questions in areas of

handle very short social exchanges, even

write simple, isolated phrases and sentences.

write short, simple notes and messages

write a short, simple postcard, for example,

communicate in simple and routine tasks

recognize familiar words and very basic

write a very simple personal letter, for

understand familiar names, words, and very

read very short, simple texts.

Touchstone CEFR Guide Level 2 Cambridge University Press 2013

Selection of Scales from the CEFR

Touchstone 2 aims to enable learners to achieve goals from the following

Touchstone CEFR Guide Level 2 Cambridge University Press 2013

How the Goals of the CEFR Are Realized in Touchstone 2

tell a story or describe something

give short, basic descriptions of

Unit 10 Unit 11 Unit 12

use simple, descriptive language to

explain what he/she likes or

describe people, places, and

describe him/herself, what he/

use simple, everyday polite

Touchstone CEFR Guide Level 2 Cambridge University Press 2013

make and respond to invitations,

Unit 10 Unit 11 Unit 12

make and respond to suggestions.

discuss everyday practical issues

communicate in simple and

deal with everyday practical

Touchstone CEFR Guide Level 2 Cambridge University Press 2013

ask and answer questions about

give and follow simple directions

Unit 10 Unit 11 Unit 12

ask for and give directions

ask for and provide personal

answer simple questions and

Touchstone CEFR Guide Level 2 Cambridge University Press 2013

reply in an interview to simple,

Unit 10 Unit 11 Unit 12

use an inadequate word from his/

ask for clarification about key

Touchstone CEFR Guide Level 2 Cambridge University Press 2013

write a series of simple phrases

Unit 10 Unit 11 Unit 12

write about everyday aspects of

write very short, basic descriptions

write short, simple formulaic notes

write a short, simple postcard.

write short, simple notes and

messages, and forms A2)

Touchstone CEFR Guide Level 2 Cambridge University Press 2013

understand phrases and expressions

generally identify the topic of