What separates A1, A2, and B1 on the FIDE speaking test?
FIDE test language levels explained – Summary
This article summarizes what is expected of the speaking levels on the FIDE test (A1, A2, and B1) based on the Common European Framework of Reference for Languages (CEFR). It is intended to give a concise idea of the key differences between these language proficiency levels, including example responses and examiner expectations.
Whether you’re preparing for the FIDE test out of personal or professional interest, understanding the A1, A2, B1 progression can help.
This article focuses on the oral part of the FIDE exam.
For complete descriptions of the levels, with detailed tasks and criteria, click the links below:
A1, A2, B1
A1 – Full Description
A2 – Full Description
B1 – Full Description
Each of these levels reflects descriptors from the Common European Framework (CEFR levels), which is widely used in language testing systems across Europe and forms part of a global scale for measuring language proficiency.
Understanding what A1, A2, B1 mean on the FIDE speaking test
When measuring language ability, it’s tempting to believe that levels like A1, A2, B1 reflect neat staircases of progress: more words, better grammar, and longer sentences. But as any psycholinguist can tell you, language learning is less like climbing a ladder and more like wiring a city: complex and messy, but with observable patterns.
The speaking or “Parler” FIDE test, used to evaluate the linguistic ability of non-Swiss residents for Swiss residency permits or citizenship functions based on this complexity. Based on real-life scenarios, it doesn’t just ask, “What do you know?” but “How can you act and answer questions using language flexibly?” It’s less about memorizing special rules and more about responding appropriately in most situations that arise during daily life, using language and expressions related to everyday needs and familiar topics.
The FIDE test was designed to evaluate linguistic abilities by focusing on familiar and routine matters. In theory, this ensures that test-takers are not placed outside their daily comfort zone or asked about topics they are unlikely to have encountered.
Instead, the test centers on familiar topics that reflect everyday life. It’s structured to assess candidates across three CEFR language levels: A1, A2, and B1. These language levels are defined by the CEFR’s official language evaluation framework.
So what distinguishes an A1 from an A2 or a B1 speaker on the FIDE test?
Let’s map out the differences—with examples drawn directly from the FIDE test Examiner Manual.
Link to FIDE test Examiner Manual
Each example reflects the progression outlined in the FIDE test Examiner Manual. The FIDE test grading schema is based on those outlined in the Common European Framework of Reference. These range from basic phrases aimed at labeling at an A1 level to more autonomous speech at B1.
Level A1 – Linear conversations – One word at a time
« Peut utiliser des mots et des expressions simples et isolés pour nommer des lieux, des situations ou des actions. » (FIDE test Examiner Manual)
“Can use simple, isolated words and expressions to name places, situations, or actions.” (Our translation)
Language proficiency
At an A1 level, the speaker builds proto-communication – this is to say, very basic phrases and familiar everyday expressions. This includes basic personal information like name, age, nationality, and daily habits. This is not structured conversational French, but labeling and reactive speech: “C’est un bus… une école… je vais au travail.”
At this level, you can use single words and very simple phrases. Given the setting, the person listening to you can guess what you want to say.
The focus is on identifying and naming personal details and familiar elements in an image using fixed expressions, basic verbs, and very basic phrases. The candidate relies on visual context and examiner prompts, and the conversation relies heavily on visual cues.
Task Format
- Tâche 1 (Description): Four images show an everyday scenario (e.g., going to the post office). The candidate describes what they see in each image using simple words or short phrases.
- Tâche 2 (Interaction): The examiner asks what a person is saying in each image. For example:
« Cette personne dit : Bonjour, vous pouvez m’aider s’il vous plaît ? – Que dit cette personne ? »
“This person says: Hello, can you help me please? – What is this person saying?”
Time per response
- Each answer: 10–20 seconds
- Total speaking time: approximately 3–4 minutes
Linguistic features
The following expectations are based on descriptors from the Common European Framework, which define A1 as a foundational level of communication.
| Feature | A1 Expectation |
| Vocabulary | Frequent, concrete nouns and verbs often related to basic personal topics (ex: bus, acheter, école) |
| Grammar | Uninflected forms; telegraphic speech; many errors tolerated |
| Fluency | Slow, with many pauses; mostly reactive |
| Coherence | Minimal. Phrases rarely linked logically |
| Pronunciation | Intelligible is enough; heavy accent or stress patterns accepted |
Example – FIDE test mock paper
Question (Examiner): Cette personne dit : Bonjour, vous pouvez m’aider s’il vous plaît ? – Que dit cette personne ?
This person says: Hello, can you help me, please? – What is this person saying?
Answer (Candidate – A1): Bonjour… aider… moi… merci.
Hello… help… me… thank you.
The passing criteria is that the examiner understands the intention through keywords, even if the grammar is missing. The response shows recognition and basic reproduction, which is enough for A1.
Level A2 – Entering the realm of narrative and function
« Peut décrire une situation ou un événement en enchaînant des éléments isolés de façon simple. » (FIDE test Examiner Manual)
“Can describe a situation or event by linking isolated elements in a simple way.” (Our translation)
« Peut relater de façon brève et simple des expériences personnelles, des activités habituelles ou un événement passé. » (FIDE test Examiner Manual)
“Can briefly and simply recount personal experiences, routine activities, or a past event.” (Our translation)
Cognitive Profile
At this level, the speaker begins to structure thoughts and communicate them with autonomy. A2 candidates can describe images, handle routine tasks requiring interaction, and talk about basic personal experiences and familiar matters regularly encountered using simple language, even if the language contains noticeable grammatical errors.
What the FIDE test manual says about errors at A2
« L’adéquation de l’expression est jugée plus importante que la correction grammaticale. » (FIDE test Examiner Manual)
“The appropriateness of the expression is considered more important than grammatical accuracy.” (Our translation)
« Des erreurs syntaxiques et lexicales sont tolérées, tant que l’on comprend ce que la personne veut dire. » (FIDE test Examiner Manual)
“Syntactic and lexical errors are tolerated, as long as the listener can understand what the speaker is trying to say.” (Our translation)
This means that a candidate can make multiple, even repeated, errors, without penalty, as long as:
- The sentence structure supports the intended message
- The phrasing has some internal logic
- The utterance fits the direct exchange or functional context (e.g., making a phone call, describing a picture)
FIDE test task format
- Tâche 1 : Décrire une image
« Que se passe-t-il sur cette image ? »
“What is happening in this image?”
- Tâche 2 : Simuler un appel téléphonique
« Vous téléphonez pour annuler un rendez-vous chez le médecin. Vous expliquez pourquoi. »
“You call to cancel a doctor’s appointment and explain why.”
This simulates a simple and direct exchange that mirrors real-life communication needs.
- Tâche 3 : Parler d’une routine quotidienne
« Que faites-vous tous les jours ? »
“What do you do every day?”
Task Comparison – Candidate responses by level + Acceptable A2 errors
FIDE test – Tâche 1 – Describe an image
Image: A woman is at the pharmacy speaking to a staff member.
| Level | Candidate Response |
| A1 | |
| “Pharmacy. Woman. Talking. Medicine.” | Pharmacie. Femme. Parle. Médicament. |
| A2 (correct) | |
| “The woman is at the pharmacy. She is talking to the pharmacist to buy medicine.” | La femme est à la pharmacie. Elle parle avec le pharmacien pour acheter des médicaments. |
| A2 (with acceptable mistakes) | |
| “She in pharmacy. She ask medicine for head pain.” | Elle dans pharmacie. Elle demande médicament pour mal tête. |
| Despite omitted articles and verb issues, this version clearly communicates the intended message. | |
| B1 | |
| “The woman is probably sick. She’s asking the pharmacist for advice to choose the right medicine. Maybe for a cold or an allergy.” | La femme est probablement malade. Elle demande conseil au pharmacien pour choisir un médicament adapté. Peut-être pour un rhume ou une allergie. |
FIDE test – Tâche 2 – Phone call to cancel appointment
Situation: You can’t go to your 3 p.m. appointment tomorrow.
| Level | Candidate Response |
| A1 | |
| “Doctor… not come… tomorrow. Sick.” | Docteur… pas venir… demain. Malade. |
| A2 (correct) | |
| “Hello, I have an appointment tomorrow at 3 p.m., but I’m sick. I would like to reschedule it, please.” | Bonjour, j’ai un rendez-vous demain à 15 heures, mais je suis malade. Je voudrais le déplacer, s’il vous plaît. |
| A2 (with acceptable mistakes) | |
| “Hello. I have appointment tomorrow but I can’t come because I sick. I want change for day after tomorrow if possible.” | Bonjour. J’ai rendez-vous demain mais je peux pas venir parce que je malade. Je veux changer pour après-demain si possible. |
| Errors are present, but the intent and function are fulfilled. | |
| B1 | |
| “Hello, I’m calling to cancel my appointment tomorrow at 3 p.m. I have a fever and would rather wait a few days. Do you have availability on Friday morning?” | Bonjour, je vous appelle pour annuler mon rendez-vous de demain à 15 heures. J’ai de la fièvre et je préfère attendre quelques jours. Est-ce que vous avez une disponibilité vendredi matin ? |
FIDE test Tâche 3 – Talking About Daily Life, Personal Experiences, and Activities
« Peut relater de façon brève et simple des expériences, des événements ou des activités, par ex. des expériences personnelles, des habitudes quotidiennes, des activités de loisirs. »? (FIDE test Examiner Manual)
“Can briefly and simply recount experiences, events, or activities — for example, personal experiences, daily routines, or leisure activities.” (Our translation)
| Level | Candidate Response |
| A1 | |
| “Work. Morning. Bus. Eat.” | Travail. Matin. Bus. Manger. |
| A2 (correct) | |
| “In the morning, I get up at 6:30. I take the bus at 7:15 to go to work. I start at 8 o’clock.” | Le matin, je me lève à 6h30. Je prends le bus à 7h15 pour aller au travail. Je commence à 8 heures. |
| A2 (with acceptable mistakes) | |
| “Every morning, I wake up at 6:30. I take bus and I arrive at work around eight o’clock.” | Chaque matin, je levé à 6h30. Je prend bus et je arrive au travail vers huit heure. |
| This response shows sequencing and intent, even with tense errors. | |
| B1 | |
| “I always wake up at 6:30, but I take my time in the morning. I drink coffee, read the news, then go to work. In the evening, I try to work out or cook something healthy.” | Je me réveille toujours à 6h30, mais je prends mon temps le matin. Je bois un café, je lis les nouvelles, puis je pars au travail. Le soir, j’essaie de faire du sport ou de cuisiner quelque chose de sain. |
Summary of linguistic features at A2
| Feature | A2 Expectation |
| Vocabulary | Vocabulary: Expands into daily-use areas and familiar matters regularly encountered (e.g., rendez-vous, pharmacie, malade) |
| Grammar | Frequent mistakes tolerated; structure should aid understanding |
| Fluency | Short but coherent sentences; some hesitations |
| Coherence | Basic connectors appear: et puis, parce que, ensuite |
| Pronunciation | Clear enough for the listener to follow without repetition |
| Error tolerance | Grammar and syntax errors accepted if meaning is clear, even after much obvious searching for the right words. |
Level B1 – Argument, Opinion, and Hypotheticals
« Peut relater des expériences ou des événements en décrivant ses réactions et en exprimant son opinion. » (FIDE test Examiner Manual)
“Can recount experiences or events by describing reactions and expressing opinions.” (Our translation)
« Peut décrire les côtés positifs et négatifs d’une situation et exprimer son avis. » (FIDE test Examiner Manual)
“Can describe the positive and negative sides of a situation and express their opinion.” (Our translation)
« Peut prendre position sur une hypothèse et motiver son opinion. » (FIDE test Examiner Manual)
“Can take a position on a hypothetical situation and justify their opinion.” (Our translation)
Cognitive Profile
At B1, the speaker begins to use language not just to describe reality but to structure thought: explaining, reasoning, comparing, hypothesizing—even complex subjects. The speech becomes more autonomous, coherent, and personally expressive.
At this level, candidates can begin to talk about topics of personal or professional interest with greater clarity and control.
Unlike A2, where the focus is on recounting events, B1 requires the speaker to organize information, express nuance, and respond to abstract or hypothetical prompts with relevant, clear answers.
FIDE Task Format
- The examiner proposes two topics. The candidate chooses one. The examiner then asks a series of four predetermined questions, and the candidate speaks for about 0.5 to 1 minute for each question.
- After each question, the examiner can ask follow-up questions to further explore the speaker’s opinion, clarify main ideas, or check their use of cohesive devices.
Sample prompt from the FIDE test B1 mock paper:
« Quelle est la dernière fête à laquelle vous avez participé ? Pourquoi était-elle importante ? »
“What was the last celebration you attended? Why was it important?”
What the FIDE test manual says about errors at B1
At B1, accuracy becomes more important, but:
« Les erreurs sont tolérées si elles ne nuisent pas à la compréhension. » (FIDE test Examiner Manual)
“Errors are tolerated as long as they don’t interfere with understanding.” (Our translation)
So while there’s a higher expectation for tense use, connectors, and structure, the focus remains on the speaker’s ability to formulate and explain opinions clearly—even with grammatical slips.
Task Comparison – Candidate Responses by Level + Acceptable B1 Errors
Task: Describe a Celebration
« Parlez d’une fête importante pour vous. Pourquoi est-elle importante ? Quels sont les aspects positifs ou négatifs ? » (FIDE test B1 mock paper)
“Talk about an important celebration for you. Why is it important? What are the positive and negative aspects?” (Our translation)
| Level | Candidate Response |
| A2 | |
| “I celebrated my birthday. There was a cake. I danced with my friends. It was good.” | J’ai fêté mon anniversaire. Il y avait un gâteau. J’ai dansé avec mes amis. C’était bien. |
| B1 (correct) | |
| “For my birthday, I organized a small party with my friends. I like small gatherings because I can talk to everyone. Big parties are often too noisy.” | Pour mon anniversaire, j’ai organisé une petite fête avec mes amis. J’aime les fêtes simples, car je peux parler avec tout le monde. Les grandes fêtes sont souvent trop bruyantes. |
| B1 (with acceptable mistakes) | |
| “It was my birthday and I did a little party at my place. I don’t like big parties, it’s too much noise. I prefer when we can talk calmly.” | C’était mon anniversaire et j’ai fait un fête petit chez moi. J’aime pas le grandes fêtes, c’est trop de bruit. Je préfère quand nous peut parle tranquillement. |
| Despite grammar issues (“fait une fête petit”, “on peut parle”), this answer clearly expresses a personal interest and contrasts two options—meeting B1 expectations. |
Task: Take a position on a hypothesis
« Si vous deviez déménager dans une autre ville, laquelle choisiriez-vous et pourquoi ? »
“If you had to move to another city, which one would you choose and why?”
| Level | Candidate Response |
| A2 | |
| “I want to go to Lausanne because it’s pretty. There’s the lake.” | Je veux aller à Lausanne parce que c’est joli. Il y a le lac. |
| B1 (correct) | |
| “If I had to move, I would choose Lausanne. It’s a city I really like because it’s calm but dynamic, and nature is nearby. I could walk near the lake every day.” | Si je devais déménager, je choisirais Lausanne. C’est une ville que j’aime beaucoup, parce qu’elle est calme mais dynamique, et la nature est très proche. Je pourrais me promener près du lac tous les jours. |
| B1 (with acceptable mistakes) | |
| “I think I go live in Lausanne. Because it’s a very beautiful city, with lake and mountains. I don’t really like cities too big like Geneva.” | Je pense que je vais vivre à Lausanne. Parce que c’est une ville très beau, avec lac et montagnes. J’aime pas trop les villes trop grand comme Genève. |
| Though verb tenses and gender are incorrect, the reasoning is clear, and the response shows a personal opinion supported by examples. |
Summary of Linguistic Features at B1
| Feature | B1 Expectation |
| Vocabulary | Expands into abstract ideas: préférence, opinion, avantages, inconvénients |
| Grammar | Use of present, past, future, and conditional; some errors tolerated |
| Fluency | Generally smooth, self-corrects when needed |
| Coherence | Structure with connectors: parce que, alors, d’un côté… de l’autre… |
| Pronunciation | Clear and understandable, even with an accent |
| Error tolerance | Errors are accepted as long as they do not interfere with clarity or logic |
Final Comparison Table: A1 vs A2 vs B1 Speaking
| Criterion | A1 | A2 | B1 |
| Main Goal | Label and respond | Describe and function | Explain and discuss |
| Sentence Length | Single words/phrases | Simple linked clauses | Full, structured sentences |
| Fluency | Halting | Uneven but self-correcting | Generally smooth |
| Grammar | Bare minimum | Basic tenses and agreement | Range of tenses, some complexity |
| Vocabulary | Everyday concrete | Functional, expanding | Abstract, nuanced |
| Coherence | Low | Moderate (with connectors) | High (structured argumentation) |
| Interaction | Heavily assisted | Some autonomy | Can manage full conversation |
| Speaking time | 10–20s per answer | 30s–1min per task | 1.5–2min monologue + follow-ups |
Examination institutions and examiner preparation.
How do FIDE test examination institutions adhere to these levels, and how are they examined? The examiners who work with examination institutions have to undergo a training session and certification organised by the FIDE office. This training, where future examiners will encounter model tests and theory, aims to prepare examiners to assess candidates’ language proficiency-based CEFR levels.
FIDE test results & Language levels
What about other levels – B2, C1, C2
The FIDE test results are noted in the language passport. You are given a document that specifies if you passed with an A1, A2 or B1 pass mark. There is one mark for the speaking and listening exam, and one pass mark for the writing and reading.
While the FIDE test officially assesses only A1, A2, and B1 CEFR levels, it fits within a global language proficiency scale. Levels such as B2, C1, and C2, used in exams like the DELF/DALF, often aim at academic or professional purposes, including technical discussions or navigating complex situations.
These higher levels expect candidates to recognise implicit meaning, participate in regular interaction with native speakers, and produce simple connected text on abstract topics with coherent presentation. While these levels exceed the scope of the FIDE evaluation, they are widely accepted markers of fluency in international contexts.
The FIDE office remains focused on the most immediate relevance to daily life in Switzerland: communication within the immediate environment, navigating everyday situations, and fulfilling needs related to residence permits. From understanding sentences related to local geography to being able to answer questions or describe family information, the test emphasizes clarity and function.
Candidates are advised to prepare using a model test before their test date to familiarize themselves with the format. Though finer shades of meaning and organisational patterns may appear in complex texts, the FIDE test focuses instead on core competence: Can the candidate express themselves with ease, even when a person talks slowly, and can they describe experiences or events with a focus on the main points? That’s the heart of FIDE’s speaking evaluation.
To get a full overview of the test format and preparation materials, read our FIDE test general overview article.
Competence is contextual
The FIDE test doesn’t assess linguistic competencies in isolation. It evaluates whether a person can engage in the linguistic life of a society. This includes expressing views on topics of personal interest. It rewards clarity over complexity and function over form.
Whereas A1 is about “labeling the world,” A2 is about navigating it through simple and routine tasks, and B1 is about commenting on it. This progression is not just linguistic but cognitive: from naming to narrating to reasoning.
