1, One of your classmate is not good at speaking what can you advise her to do for improving?

80. Why CEFR needed?
The CEFR is intended to provide a shared basis for reflection and communication among the different partners in the field, including those involved in teacher education and in the elaboration of language syllabuses, curriculum guidelines, textbooks, examinations, etc., across the member states of the Council of Europe. It is offered to users as a descriptive tool that allows them to reflect on their decisions and practice, and to situate and co-ordinate their efforts, as appropriate, for the benefit of language learners in their specific contexts.
The CEFR is therefore a flexible tool to be adapted to the specific context of use – a fundamental aspect fully reflected in the level system which can be adapted and exploited flexibly for the development of learning /teaching objectives and for assessment. This flexibility may be seen in the development of Reference Level Descriptions (RLDs) for particular languages and contexts.

• 
  to encourage practitioners of all kinds in the language field, including language learners themselves, to reflect on questions such as those suggested in the Notes for the user (CEFR, p. xii) regarding the analysis of learning/teaching situations.
  
• 
  to make it easier for practitioners to explain to each other and to their clientèle what they wish learners to achieve, and how they may do so.
  

One thing should be made clear: the CEFR does not set out to tell practitioners what to do, or how to do it. It raises questions but doesn’t provide ready-made anwers. It is not the function of the Common European Framework of Reference to lay down the objectives that users should pursue or the methods they should employ.
This does not mean that the Council of Europe is indifferent to these issues. Indeed, a number of specialists who have contributed to language policy projects have put a great deal of thought and work into the principles and practice of language learning, teaching and assessment over the years.

81.