能和母語人士進行簡單會話，但文法和單字的不足讓溝通有困難。

Can hold a simple conversation with a native speaker, but grammar and vocabulary make communication difficult.

有達3000字彙量，並可運用這3000字彙與母語人士對談。文法有錯誤但不會影響溝通。

Can hold a conversation with a native speaker using up to 3,000 words in active vocabulary. Grammar doesn't affect communication.

能聽懂母語人士速度較慢的口說，並能談論廣泛的主題。但因字彙量有限，無法討論細節。

Can understand native speakers speaking slowly and can have a conversation on a wide number of topics. Can't discuss in detail because of limited vocabulary.

Listening

能大致聽懂英語影片及國內外英語新聞報導的內容，但無法聽懂正常速度的一般談話及詢問。 實例：能大致聽懂主播報導烏克蘭暴動情況，但因詞彙量不足及尚未能掌握外國語調，而無法聽懂報導中記者與當地人民正常速度的談話。

Student can roughly understand the local and international English news, but s/he is not able to understand a normal speed conversation. E.g. Student is able to roughly understand the report on Ukraine riots, but s/he cannot understand different accents, so the student cannot understand the English the local Ukraine people speak at a normal speed.

Speaking

可對一般話題陳述看法，也能進行簡單的工作或生活相關之答詢，並與外籍人士交談溝通。但與個人興趣相關的話題尚未能流暢地表達意見及看法。 實例：可針對網路使用率快速上升之現象陳述看法，但由於詞彙量不足及主題有所延伸，而無法根據個人使用遊戲軟體PS4的經驗表達個人看法。

The student is able to give opinions on general issues in English, propose and answer questions at work or in everyday life, and communicate with foreigners. But s/he is still not able to use English to express personal opinions and thoughts fluently on issues s/he is interested in. E.g. The student can express his/her opinion on the rapid increase of Internet usage. But s/he cannot express his/her thought on playing PS4 because s/he is not able to extend the vocabulary and language.

Reading

能根據字詞結構、上下文意及句型結構等方式推測字詞意義或句子內容，並能有效應用各種閱讀技巧，如擷取大意和推敲文意等。但無法理解短劇或簡易新聞報導等的情節內容。 實例：能透過推敲文意閱讀一般與麥當勞相關之廣告文宣，但因不熟悉新聞報導中的Golden Arches（金色拱門）相當於McDonald's（麥當勞），而無法理解與麥當勞相關之簡易新聞報導內容。

Student can read and understand the message an English paragraph wants to convey by reading it through carefully. S/he is also familiar with various English reading skills and can do extensive reading. But s/he cannot understand English stories, comics, commercials, short plays, short writings and letters. E.g. The student can guess the meaning of McDonald's advertising material and pamphlets, but the student does not know that the report is on McDonald's because s/he cannot relate Golden Arches to McDonald's logo.