PTE GENERAL

Functions and notions

A1

August 2011
Information within this document is from the Council of Europe
Breakthrough specification.

Council of Europe

Pearson Education Ltd 2011. No part of this publication may be

reproduced without the prior permission of Pearson Education Ltd.
PTE General Level A1 is designed to be aligned to Level A1 of the Common European Framework of Reference for Languages
developed by the Council of Europe also known as Breakthrough Level. The following represents the range of functions and
notions that learners should be able to use to function effectively and efficiently at this level. The information has been reproduced
with permission from the Council of Europe (reference DC/198/SL/CP dated 14 December 2010) from the Breakthrough
specification (unpublished, Council of Europe). The full description is available on the Council of Europe website:
http://www.coe.int/t/dg4/linguistic/Source/FinalBreakthrough%20specification_6Nov01.rtf

Language functions
The Learner CAN impart and elicit factual information
identifying asking answering questions

with pointing gesture for confirmation for confirmation

(an object) this one, that one, declarative sentences with Yes (+tag)
these, those high-rising intonation No (+negative tag)
(a person) me, you, him, her, short questions
us, them for information
I, you, he, she, it, we, they + be/
have/do/can/will? short answers
where pointing impossible (time and place) adverbs,
OK?
(a person) It + be + me, you, him, prepositional phrases
her, us, them for information (manner) prepositional phrases
(a person or object) It + be + NP wh questions like this (with demonstration)
reporting (describing and narrating) (time) when? (reason) because + declarative
declarative sentences within the (place) where? sentence
learners grammatical and lexical (manner) how?
competences (reason) why? for identification
see identifying section above
NB This limitation applies wherever
seeking identification NP
declarative sentence is specified
wh questions
correcting (person) who?
(thing) what?
as with identifying and reporting which (+ one/NP)?
sections above but with
contrastive stress

1
The learner CAN express and find out attitudes
factual: agreement, etc.
expressing agreement with a
statement.
(with positive statements)
Yes (+ nod of the head)
(with negative statements)
No (+ shake of the head)
expressing disagreement with
a statement
(Sorry)
(with positive statements)
No (+ shake of the head)
(with negative statements)
Yes (+ nod of the head)
enquiring about agreement and
disagreement
OK?
denying something
No (+ shake of the head)
factual: knowledge
stating whether one knows or does not
know something, someone, or a fact
I (dont) know (+ NP)
I know + declarative sentence
enquiring whether someone knows or
does not know something, someone, expressing hope
or a fact
You know (+ NP)?
You know + declarative sentence?
factual: modality
expressing ability and inability
NP+ can(t) + VP inf
enquiring about ability and inability
NP+ can + VP inf?
factual: certainty
expressing how certain one is of
something
I am (not) sure.
enquiring how certain someone is
of something
(Youre) sure?
obligation enquiring about intention
NP = will (+ VPinf )?
expressing obligation to do something
I, you, he, she, we, they/NP have to expressing preference
+ VPinf I(d) like + NP better/best
expressing one is not obliged to do emotional
something
I, you, he, she, we, they/NP dont/ expressing and reporting
doesnt have to + VPinf emotional states
 Im/NP + be (very) happy/sad/
enquiring whether one is obliged to glad/excited/worried/afraid
do something enquiring about emotional states
I, you, he, she, we they + have/has How are you?
to+ VPinf?
expressing liking
permission Lovely!
NP + be (very) nice
giving permission
I/NP love(s)/like(s) + NP
Yes
(very much)
You, he, she, they can (+ VPinf )
expressing dislike
seeking permission
Horrible!
Can I, he, she, we, they (+ VPinf )?
NP + be + not very nice
stating that permission is not given I, he, she, we, they hate + NP.
No (disgust) Ugh!
(Im) sorry
enquiring about (dis)pleasure,
You, he, she, they, cant (+ VPinf )
(dis)like
volitional OK?
Do you like + NP?
expressing wants, desires
something
I hope + so/declarative sentence
Id like + NP, please
to do something expressing satisfaction
Id like to + VPinf, please Good!
asking for something
expressing dissatisfaction
Can I have + NP, please?
Its not good
asking to do something
see section on asking above enquiring about satisfaction
OK?
enquiring about wants, desires
You would like (to do) something? giving reassurance
(To have something) NP? Never mind
(To do something) You, he, she, There, there
they would like to + VPinf?
expressing disappointment
expressing intention What a pity!
NP + will (+VPinf )
expressing gratitude
Thank you (very much)

2
moral expressing appreciation
(Very) good!
apologizing (Very) nice!
Sorry!
expressing regret
granting forgiveness (a shake of the head)
OK (Im) (very) sorry.
Thats all right
expressing indifference
expressing approval (with a shrug of the shoulders)
(Very) Good! It is not important.

The learner CAN get things done (suasion)

suggesting a course of action
Why not + VP?
including the speaker
Lets (+VP)
agreeing to a suggestion
OK
Yes, why not?
Yes, lets
requesting others to do something
Please + VP imperative
Please can you + VP infinitive
inviting others to do something advising others to do something
Please (+ VPimp) Why not + VPinf?
Would you like to + VPinf?
warning
accepting an offer or invitation (Be) Careful!
Thank you
Yes, please offering assistance
Can I help you?
declining an offer or invitation
requesting assistance
No, thank you
(with shake of head) Sorry! Help!
Can you help me please?
enquiring whether an invitation or
offer is accepted or declined
OK?
Can you (+ VPinf )?

The learner CAN socialise

attracting attention acquaintances congratulating someone
Hallo! Mr./Mrs./Miss + family name Congratulations!
Excuse me, please friends and relations Well done!
first name
greeting people proposing a toast
Hallo (+ name)! introducing someone Cheers!
How are you? (other people) (address form +)
This is + name taking leave
responding Goodbye!
(oneself ) Hallo! Im + name
Fine, thank you
reacting to being introduced
addressing people Hallo!
strangers formal
no address form How do you do?
deferential or formal, especially
in writing
Sir/Madam

3
The learner CAN structure discourse
opening a conversation summing up asking for an extension
Hallo! and so Number/name + please
Well,
closing requesting or giving notice of a
expressing hesitation, looking Well, thank you new call
for words Goodbye. (I will) call back later
.er.
.er, what is it, er using the telephone opening and closing a letter or e-mail

correcting oneself opening opening

(incorrect form) No, sorry + if the caller Dear + address form
corrected form Hallo, this is + name closing
enumerating if the person called Yours, + signature on next line
(first item) and (second item) and Hallo? (+ own telephone number/
(third item) name)

The learner CAN repair snags in communication

signalling non-understanding asking for confirmation of expressing ignorance of an expression
Sorry (?) understanding Sorry, I dont know the word
(Sorry) you said + queried word?
asking for overall repetition appealing for assistance
Sorry? asking for a word to be spelt out What is + native language
Again, please Please spell that expression in English?

asking for partial repetition asking for something to be asking a speaker to slow down
Sorry? (+ wh?) written down Slowly, please
Please write that
asking for clarification
Sorry? (+ queried word?)

4
General Notions
General notions for Breakthrough with recommended exponents
existential length indications of time
inch, foot, yard, mile yesterday, today, tomorrow
existence, non-existence centimetre, meter, kilometre last/this/next + items in 3.2
There is + NP (not) long dates: ordinal numbers 1 31 +
There is no + NP How long? month + year
There is (no) + NP? names of days of week: Monday,
pressure Tuesday, Wednesday, Thursday,
presence, absence (not) heavy
(not) here, (not) there Friday, Saturday, Sunday
How heavy? names of months of year: January,
availability, non-availability weight February, March, April, May, June,
ounce, pound, ton July, August, September, October,
occurrence, non-occurrence November, December
to happen gram(me), kilogram(me)
(not) heavy names of years:
spatial How heavy? at + time
on + day
location volume in + month, year
here, there pint
where? litre duration
(not) much for, until, since, by
relative position how much? (not) long
in, on, under, behind, near how long?
space
distance (not) big earliness
(not) far (from) how big? (too) early
how far?
temperature lateness
motion degree (too) late
go, come, stop, start, move, push, (not) hot, (not) cold
pull, fall, drop, lift anteriority
how hot?, how cold? before, earlier
sit, stand, lie
temporal posteriority
direction
here, away, up, down, left, right points of time after, later
to, from, back, forward number (1 12) + oclock sequence
bring, take, send, put number (1 12) + number (1 59) first, then
whats the time?
origin simultaneity
from divisions of time at the same time
second, minute, hour, day, week, continuous aspect
arrangement month, year
first, then, last times of day: morning, afternoon, future reference
before, after evening, night NP + will + VPinf
dimensions seasons: spring, summer, autumn, soon, later
winter next + items in divisions of time
size section above
(not) big, tall, high, deep tomorrow, tonight
How big, tall, high, deep?

5
 present reference commencement visibility, sight
simple present start see, light, dark, look
present continuous since + items in the indications of
present perfect time section above audibility, hearing
now hear, sound, loud, listen
cessation
past reference stop taste and smell
simple past until, by + items in the indications to taste, to smell
past continuous of time section above sweet, sour
yesterday (not) good
ago stability like + NP
last + items in divisions of time stay, wait
always never texture
section above hard
simple present change, transition
become colour
delay blue, green, yellow, red, black,
late quantitative white, grey, brown

speed number age

(not) (very) fast singular/plural (not) new, young, old
number + miles an hour cardinal numbers: 1 99, hundred, How old?
(written mph) thousand, million NP + be + number (+ years old)
ordinal numbers: first, second,
frequency third, etc., 1st 1,000,000th physical condition and actions
always, never, sometimes fractions: half, one + ordinal well, strong
every + items in divisions of number. point (as in one point three hurt, dead
time above five, written 1.35) hit, kick, kill

continuity quantity accessibility

continuous aspect (not +) all, much, many, enough, (not) open
perfective aspect any, some cleanness
for + number + seconds, years, etc. how + much, many? (to) clean, dirty
since + items in indications of time cup,/bottle/glass/piece + of + N dirt
section above
degree material
intermittence comparative and superlative of air, water
sometimes, not always adjectives and adverbs in (made of +) leather, plastic, wood,
vocabulary paper, metal, cloth, glass
permanence (not +) very, too, enough,
always, never much, quite fullness
temporariness full, to fill, (to) empty
qualitative
continuous aspect (as in I am living evaluative
in London vs. I live in London) physical
for + division of time section above shape value, price
round How much?
repetitiousness (not) cheap
again, many times, number + times, dimension
sometimes see dimension section above quality
(not) (very) good, well
uniqueness moisture, humidity
only one time wet, dry acceptability
OK

6
 adequacy objective logical relations
(not) OK, objective as object NP
(not) (adj) enough (as in: He eats fish) conjunction
(not) too +adj and, but
dative
desirability/undesirability to + NP (as in: Give the book disjunction
nice, to like to me) or

correctness/incorrectness instrumental inclusion/exclusion

(not) right with + NP (as in: He opened the with(out)
door with his key) cause
capacity/incapacity
can, cant benefactive why?
for + NP (as in: I have bought because of + NP
importance this for you) because + sentence(s)
(not) important
how important? place effect
so
normality/abnormality time
(un)usual(ly) reason
manner, means why?
facility/difficulty like this (with demonstration) because of + NP
(not) easy fast, well, hard because + S
how?
mental with + NP purpose
to + VPinf (as in I did it to help you)
reflection contrastive relations
to hope, to know, to think condition
equality/inequality if + S
expression (not) the same (as + NP), another
to say, to ask, to write (not) as adj/adv as NP
relational contrast
spatial relations (not) like
comparative degree + than + NP
temporal relations
possessive relations
action-event relations
ownership, possession
agency possessive adjectives: my, your,
agent as subject NP his her, our, their
(as in: My cat eats fish): possessive pronouns: mine, yours,
his, hers, ours, theirs
have, give, get

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deixis

definite

non-anaphoric
personal pronouns, subject forms I, you, he, she, it, we, they
personal pronouns, non-subject forms me, you, him, her, it, us, them
possessive adjectives my, your, his, her, its, our, their
possessive pronouns mine, yours, his, hers, ours, theirs
demonstrative adjectives and pronouns this, that, these, those
definite article the
interrogative (WH) pronouns who? what? which?
interrogative adjectives what? which + NP?
adverbs here, there, now, then

anaphoric
personal pronouns, subject forms he, she, it, they
personal pronouns, non-subject forms him, her, it, them
possessive adjectives his, her, its, their
possessive pronouns his, hers, theirs
demonstrative adjectives and pronouns this, that, these, those
adverbs there, then
pro-clause so (as in Is the food good? I think so)
definite article the
propword one (as in I like the red one)
pro-VP do (so) (as in He asked me to come in and I did (so).)

indefinite

indefinite article a, an
indefinite pronouns, personal somebody, anybody, nobody, everybody
indefinite pronouns non-personal something, anything, nothing, everything
indefinite adverbs: place somewhere, anywhere, nowhere, everywhere
indefinite adverbs: time some times, any time, never, always
indefinite adverbs: manner somehow, anyhow, in no way

semi-deictics

Generic nouns may be used in a deictic, more particularly an anaphoric function e.g. person, people, man, woman, boy, girl,
child, animal, plant, thing, stuff, place, time, way (as in: I know Bill well and I like the man)

8
Themes and specific notions
The personal domain
personal identification

Adult learners CAN state and write down (e.g. in application and registration forms, or in personal notes): their name, address,
telephone number and e-mail address, nationality, where they are from, what they do for a living, their family, personal relations, likes
and dislikes, personal possessions.

They CAN elicit and understand similar information from others. With assistance if necessary, younger learners CAN state and elicit
information regarding: their name, address, family, friends, pets, school and personal possessions. They can spell their name and
address and give a telephone number.

name age family

personal names family
first names sex father
nicknames male mother
family names female husband
Mr. man wife
Mrs. woman child
Miss boy son
Ms. (writing only) girl daughter
to write marital status brother
names of letters of the alphabet (not) married sister
to be cousin
nationality
address names of nationalities religion
to live names of religious affiliations
street names origin ( e.g. Christian, Catholic,
number to be from names of countries Protestant, Orthodox, Muslim,
names of cities Hindu, Agnostic, Atheist)
names of countries occupation God
names of occupations to be a faith
telephones, fax and e-mail (e.g. I am a teacher, my mother to believe
telephone is a nurse)
cardinal numbers 0-10 places of work (to) work likes and dislikes
to phone (e.g. What is your work? I work
number in a hospital) character and personal appearance
zero to be (+ not) (+ very)
nought, oh (receptive) education (see also Section D below to look (+ not) (+ very)
fax school brave
e-mail university clever
at (written @) student kind
dot (written .) to study nice
slash (written /) to learn tall
to go to (school, university) slim
date and place of birth names of subjects dark
to be born, birthday fair

9
house, home and environment

Learners CAN refer to the home, its rooms, furnishings, equipment, services, amenities, and to the main features of the environment,
its landscape, climate and weather, flora and fauna. They CAN understand and elicit similar information from other people.

Younger learners CAN name many of the common zoo and domestic animals and their young. They CAN describe their own pets
and their care. They CAN listen to simple stories about animals, read very simple well-illustrated childrens books about animals and
watch animal films, videos and TV broadcasts.

accommodation, rooms equipment and amenities flora and fauna

house machine animal
flat bath pet
room shower names of animals (pets, zoo and
floor telephone domestic) e.g. cat, dog, tiger, cow,
bathroom computer bird, insect
bedroom cooker plant
toilet fridge names of plants e.g. grass, flower,
living-room tree, vegetable
kitchen household articles
garage knife climate and weather
garden fork weather
window spoon sun(ny)
door plate rain(y)
wall cup fog(gy)
(to) rent bottle snow(y)
glass ice, icy
furniture, bedclothes towel wind(y)
chair box storm(y)
table clock flood
bed
bedclothes environment
town
services park
heat(ing) country
light(ing) field
switch (on/off ) hill
river
lake
sea(side)

10
daily life

Learners CAN speak about the main features of their daily routines at home and elicit and understand similar information from other
people. They can talk about the major seasonal and religious festivals.

at home dinner seasonal festivals

home supper names of festivals
to get up to clean (e.g. Christmas, Easter)
to wash to go:
to (un)dress out
to go to bed to work
to have: to school
a meal shopping
breakfast to come home
lunch

free time, entertainment

Learners CAN say when they are free and what they do in their spare time. They can elicit and understand information on these
topics from other people.

leisure entertainment, media sports and physical activities

to be free radio sport
(to go on) holiday hi-fi names of sports and games
to go out to listen (to) (e.g. football, athletics, chess)
television, TV match
play and games video to play
to play to watch to win
toy programme to swim
doll news to walk
draw(ing) quiz to run
paint(ing) film (to) cycle
game music
names of games press
(e.g. ludo, snap, poker) intellectual and artistic pursuits (news)paper
names of playground equipment (to) talk magazine
(e.g. swing, slide, see-saw) to read story
book article
hobbies and interests art picture
hobby music page
names of hobbies, kinds of music (e.g. classical, pop)
e.g. gardening, DIY names of musical instruments
names of fields of interest, (e.g. guitar, piano)
e.g. the Internet, the arts, to sing, song
sport, politics dance
walk
to collect
names of collectables, e.g. stamps,
dolls, teddy bears

11
relations with other people

Learners CAN refer to and establish personal relations, participate in social life and deal with correspondence. They CAN understand
simple information, e.g. on dates, names, places, addresses wishes, etc. on postcards, greetings cards, invitations, etc.

social life correspondence paper

(boy-/girl-) friend to write (to) pen
partner to hear (from) pencil
colleague card envelope
guest letter to answer
to know fax
to visit e-mail
present to send
party to get

The public domain

public entertainment: cinema, theatre, spectator sports

Adult and teenage learners CAN take part in public entertainment events, finding out what is on offer, booking and buying tickets,
buying programmes, finding their seats, etc. They CAN discuss them later. They CAN recognise relevant information in written texts,
such as on posters and in programmes.

Younger learners CAN talk about films, etc. they like, have seen or want to see.
cinema to watch
theatre ticket
stadium programme
kinds of entertainment seat
(e.g. play, film, show, concert, gig}

12
travel

Adult and teenage learners CAN refer to places, speak about and use travel facilities, such as means of public and private transport,
tourist accommodation, luggage and documents. They CAN elicit and understand such information from other people. They CAN give
and receive simple directions, written and spoken, as to how to get to places. They CAN gather relevant information from
written texts, such as timetables, roadside signs and notices.

Younger learners CAN name, describe and talk about means of transport, journeys they have made, places they like, have been to or
would like to visit. They CAN give and follow simple directions, especially if repeated and accompanied by appropriate gestures.

places traffic, directions accommodation

street hotel
public transport road camp site
to go (by) motorway tent
means of transport (e.g. bus, train, traffic lights to book
plane, taxi, ship) common road sign texts (e.g. stop!, single room
ticket slow!, accident, road works ahead.) double room
return stop key
to go (turn) left, right bill
to arrive (keep) straight on
station park luggage
airport luggage
stop holidays case
platform tourist bag
information visit
names of sights and buildings documents
private transport of interest passport
(bi)cycle foreign insurance
car names of cities driving licence
to drive names of countries
driver names of continents
garage beach
petrol

13
health and body care

All learners CAN refer to matters of personal well-being, personal hygiene and health. They CAN describe symptoms in simple terms
to a doctor or dentist. Adult learners CAN elicit and understand similar information from other people. They CAN report accidents
and use medical services and understand simple information and instructions given by a doctor or nurse, using repair strategies
as needed. They CAN read and understand simple written instructions such as those on medicine bottles, tablets, etc.

parts of the body hygiene medical services

names of parts of the body towel medicine
(e.g. head, eyes, ears, nose, mouth, wash tablet
tooth, chest, back, stomach, arms, bath names of medicines, e.g. aspirin,
legs, fingers, foot) shower antibiotic.
soap hospital
personal well-being clinic
to feel ailments, accidents doctor
to look Help! nurse
(un)well names of illnesses, e.g. cold, flu dentist
better ill(ness) chemist
hungry (to have a) pain/ache medicine
thirsty (in a body part) names of medicines
tired hurt glasses
awake accident ambulance
asleep fire
(to) sleep break
to wake up burn
cut
blood

shopping

Learners CAN refer to and use shopping facilities, refer to and purchase goods, such as foodstuffs, clothes and souvenirs, using
repair procedures as needed, and elicit and understand information from others on these matters. They CAN understand store guides
(e.g. information on where to find goods, lifts, toilets, etc.). They CAN gather simple information from the labelling of goods (name,
price, contents, sell- & use-by dates, instructions for cooking, cleaning, etc).

shopping facilities foodstuffs prices and quality of goods

shop cost
(to go) shopping clothes, fashion to pay
market clothes sale
supermarket names of articles of clothing money
store (e.g. coat, skirt, dress, shirt, note
names of kinds of shop trousers, jeans, shoes, stockings) change
(e.g. bakery, florists) to put on pound (written )
names of goods (e.g. bread, book, to take off penny
toy, necklace, hankies) watch euro (written)
to pay (for) cent
to buy names of national currencies
to sell (e.g. dollar, franc)
names of weights and measures credit card
( e.g. gram(me), kilo, meter) receipt

14
food and drink

Learners CAN refer to, buy and order various kinds of food and drink and can elicit and understand information from other people on
these matters.

types of food and drink egg eating and drinking out

food cheese restaurant
to eat soup caf
to taste salt pub
vegetable pepper menu
names of vegetables fruit bill
salad names of fruits (e.g. apple, orange) self-service
(to)cook(ed) bread waiter
meat butter
names of kinds of meat sweet(s)
(e.g. pork, beef, lamb) chocolate
sausage ice(-cream)
fish (to) drink
names of kinds of fish names of drinks (e.g. water, milk,
(e.g. cod, salmon, tuna) lemonade, beer, wine)
chicken

services

Adult learners CAN refer to and use postal, banking, garage, medical, security and emergency services. They CAN elicit and
understand information from others on these matters. They CAN read and understand the basic information and instructions on
public signs, notices, leaflets and brochures relating to these services.

Younger learners CAN name buildings, jobs and workers in the service area. In post offices, clinics and in contact with police
officers, they CAN make simple requests and ask, understand and answer questions relevant to their needs, if given help.

post police petrol station

post office police petrol
mail (police) officer oil
parcel police station full
to steal to check
telephone, fax and e-mail to lose to wash
bank medical services
bank
change garage, breakdown services
note garage
(travellers) cheque names of parts of car
(to) cash problem
(not) to work
broken
to repair
to tow

15