To help learners achieve CEFR B1, teachers can adopt a communicative approach that emphasizes interaction and real-world language use, aligning with the descriptor requirements at this level. At B1, learners are expected to handle most situations encountered while traveling in regions where the language is spoken and produce simple connected text on familiar topics (Council of Europe, 2020). This level requires learners to develop the ability to express their opinions and narrate events, which can be achieved through task-based language teaching (TBLT). In this method, learners engage in meaningful tasks that simulate real-world situations, such as role-playing scenarios like booking a hotel or discussing everyday activities (Ellis, 2003). TBLT not only encourages fluency and communication but also aids in improving grammar and vocabulary usage in context, supporting learners' progress toward B1.

In addition to TBLT, explicit instruction in grammar and vocabulary is essential to ensure that learners have the linguistic resources to perform tasks effectively. Research shows that form-focused instruction, where teachers provide focused attention to grammar in communicative contexts, can improve accuracy without undermining fluency (Long, 2015). For instance, activities that integrate grammar explanations with communicative practice—such as controlled practice followed by free production activities—help learners solidify their understanding of language structures while promoting active use (Doughty & Williams, 1998).

Moreover, feedback plays a crucial role in language acquisition at this stage. Corrective feedback, especially when provided through recasts or prompts during communicative tasks, helps learners notice and repair their errors, facilitating long-term development of their language skills (Lyster & Saito, 2010). By using these teaching methods, educators can provide the structured support learners need to reach B1 proficiency.

Reference

Council of Europe. (2020). *Common European Framework of Reference for Languages: Learning, teaching, assessment* (Companion Volume). Cambridge University Press.

Doughty, C., & Williams, J. (1998). *Focus on form in classroom second language acquisition*. Cambridge University Press.

Ellis, R. (2003). *Task-based language learning and teaching*. Oxford University Press.

Long, M. H. (2015). *Second language acquisition and task-based language teaching*. Wiley Blackwell.

Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. *Studies in Second Language Acquisition, 32*(2), 265-302.