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InformaciónDocumentosHerramientas | EnglishEnglishLEVEL A1 (BREAKTHROUGH)LEVEL A1 (BREAKTHROUGH)General competencesAt the end of the Breakthrough level learners will achieve the following competences: Linguistic competencesRegarding the lexical and semantic competences, the learner at this level uses a very basic range of simple expressions about personal details and needs of a concrete type. He/she has a basic vocabulary inventory of isolated words, phrases and fixed expressions related to particular concrete situations. In relation to grammatical accuracy, he/she shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire. As for phonological and orthographic control, he/she is able to pronounce a very limited repertoire of learnt words and phrases. He/she can be understood with some effort by native speakers who are used to talking to speakers of his/her language group. He/she can copy familiar words and short phrases and set phrases used regularly. He/she can spell his/her address, nationality and other personal details. Sociolinguistic competenceLearners at this stage have a quite reduced sociolinguistic competence. They are only able to establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry, etc. Pragmatic competenceAt this level the learner’s pragmatic competence is very limited. He/she has little flexibility and mastery of turn taking and he/she uses only very basic linear connectors such as “and” or “then”. Functional competenceThese competences are also quite limited at this level. The learner shows neither much spoken fluency nor propositional precision. He/she can utter very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication. Specific competencesOral comprehensionAn A1 learner can follow a slow and carefully articulated speech, with long pauses for him/her to assimilate meaning. He/she has serious difficulties in understanding conversations between native speakers or recordings. He/she can understand instructions and questions addressed carefully and slowly to him/her and follow short, simple directions. Oral productionAt this level the speaker can only produce simple mainly isolated phrases about people and places. He/she can describe him/herself, what he/she does and where he/she lives. He/she can read very short, rehearsed speeches. Spoken interactionAt this stage, the learner can interact in a simple way but communication is totally dependent on repetition. The rate of speech is slower, and re-phrasing and repair is very common. He/she can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. He/she can ask people for things and can handle numbers, quantities, cost and time. Reading comprehensionHe/she can understand short, simple messages on postcards and very simple texts with easy vocabulary and about everyday topics. He/she usually has to re-read in order to understand. He/she can get an idea of the content of simpler informative texts and short simple descriptions, especially if there is visual support. He/she can follow short, simple written directions. Written productionHe/she can write simple isolated phrases and sentences about him/herself and other people, or about where he/she lives and what he/she does. Grammatical, functional and vocabulary contentsGrammatical contents
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LEVEL A2 (WAYSTAGE)LEVEL A2 (WAYSTAGE)General competencesAt the end of the Waystage level students will achieve the following competences: Linguistic competenceThe learner at this level has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics and for the expression of basic communicative needs. He/she can cope with simple survival needs. Regarding grammatical accuracy, the speaker uses correctly some simple structures, but still makes basic mistakes systematically. In relation to phonological and orthographic control, pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but other speakers may ask them for repetition from time to time. He/she can write some short and easy words possibly with some spelling mistakes. Sociolinguistic competenceThe speaker at this stage has the competence to perform and respond to basic language functions, such as information exchange and requests; he/she can also express opinions and attitudes in a simple way. He/she can socialize simply but effectively using the simplest common expressions and following basic routines. He/she can handle very short social exchanges, using everyday polite forms of greeting and address and can make and respond to invitations, suggestions or apologies. Pragmatic competenceRegarding flexibility, he/she can adapt well-rehearsed memorized simple phrases to particular circumstances through limited lexical substitution and can expand learned phrases through simple recombination of their elements. As for turn taking, he/she can use simple techniques to start, maintain or end a short conversation and can ask for attention. With regard to thematic development, he/she can tell a story or describe something in a simple list of points. Finally considering coherence and cohesion, he/she can use the most frequently occurring connectors such as “and”, “but”, and “because” to link simple sentences in order to tell a story or describe something as a simple list of points. Functional competenceSpoken fluency: he/she can make him/herself understood in short contributions, even though pauses, false starts and reformulation are very evident; he/she can construct phrases on familiar topics with sufficient ease to handle short exchanges, despite very noticeable hesitation and false starts. Propositional precision: he/she can communicate what he/she wants to say in a simple and direct exchange of limited information on familiar and routine matters. Specific competencesOral comprehensionHe/she can understand phrases and expressions related to areas of most immediate priority provided speech is clearly and slowly articulated. He/she can generally identify the topic of discussion around him/her, when it is conducted slowly and clearly. He/she can catch the main point in short, clear, simple messages and announcements and can understand simple directions relating to how to get from X to Y. He/she can understand and extract the essential information from short, recorded passages dealing with predictable everyday matters delivered slowly and clearly. He/she can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time. Oral productionHe/she can give a simple description or presentation of people, living or working conditions, daily routines, likes/dislikes, etc. as a short series of simple phrases and sentences linked into a list. Can describe things, places and people using a simple language. He/she can answer straightforward questions if he/she can ask for repetition and if some help with the formulation of his/her reply is possible. Spoken interactionHe/she can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time. He/she can handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord. He/she can use simple everyday polite forms of greeting and address, and make and respond to invitations, suggestions and apologies. He/she can say what he/she likes/dislikes and can agree or disagree with others. He/she can order a meal. He/she can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. He/she can discuss what to do, where to go and make arrangements to meet. He/she can exchange relevant information and give his/her opinion on practical problems when asked directly, provided he/she receives some help with formulation and can ask for repetition of key points if necessary. Reading comprehensionThe speaker at this level can understand short, simple texts containing the highest frequency vocabulary. He/she can look for particular information in texts. He/she can understand everyday signs and notices. He/she can understand simple instructions on equipment encountered in everyday life. Written productionHe/she can write a series of simple phrases and sentences linked with simple connectors like ‘and’, ‘but’ and ‘because’ about his/her family, living conditions, educational background, present or most recent job. Grammatical, functional and vocabulary contentsGrammatical contents
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LEVEL B1 (THRESHOLD)LEVEL B1 (THRESHOLD)General competencesAt the end of the Threshold level students will achieve the following competences: Linguistic competenceThe learner has sufficient vocabulary to express him/herself with some circumlocutions on most topics related to his/her everyday life such as family, hobbies and interests, work, travel, and current events. He/she shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts. Regarding grammatical accuracy, he/she uses a repertoire of frequently used “routines” and patterns associated with more predictable situations reasonably accurately. Phonological and orthographic control: Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. He/she can produce continuous writing, which is generally intelligible throughout. Spelling, punctuation and layout are accurate enough to be followed most of the time. Sociolinguistic competenceHe/she can perform and respond to a wide range of language functions, using a neutral register. He/she is aware of the salient politeness conventions and acts appropriately. Pragmatic competenceRegarding flexibility, he/she can adapt his/her expression to deal with less routine, even difficult, situations. He/she can use a wide range of simple language flexibly to express much of what he/she wants. He/she can participate in a discussion on a familiar topic, using a suitable phrase to get the floor. He/she can initiate, maintain and close simple face-to-face conversations on topics that are familiar or of personal interest. He/she can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. He/She uses coherence devices to link a series of shorter, discrete simple elements into a connected, linear sequence of points. Functional competenceSpoken fluency: He/she can express him/herself with relative ease. Despite some problems with formulation resulting in pauses and “cul-de-sacs”, he/she is able to keep going effectively without help. Propositional precision: He/she can explain the main points of an idea or problem with reasonable precision. He/she can express the main point he/she wants to make comprehensibly. Specific competencesOral comprehensionAt this stage the learner can understand straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent. He/she can generally follow the main points of extended discussion and short talks around him/her, provided speech is clearly articulated and in a standard dialect. He/she can understand simple technical information, such as operating instructions for everyday equipment. He/she can follow detailed directions. He/she can understand the main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly. He/she can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. Oral productionRegarding oral production, he/she can reasonably fluently sustain a straightforward description of one of a variety of subjects within his/her field of interest, presenting it as a linear sequence of points. He/she can relate the plot of a book or film and describe his/her reactions. He/she can describe dreams, hopes and ambitions and narrate a story. He/she can describe everyday aspects of his/her environment. He/she can briefly give reasons and explanations for opinions, plans and actions. He/she can give a prepared straightforward presentation on a familiar topic within his/her field, which is clear enough to be followed without difficulty most of the time. He/she can answer follow-up questions but may have to ask for repetition on occasion. Spoken interactionThe learner can exploit a wide range of simple language to deal with most situations likely to arise when travelling. He/she can enter unprepared into conversation on familiar topics, express personal opinions and exchange information on topics that are familiar or of personal interest. He/she can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. He/she can maintain a conversation or discussion but it may sometimes be difficult to follow him/her when he/she tries to express exactly what he/she would like to. He/she can express and respond to feelings such as surprise, happiness, sadness, interest and indifference. He/she can participate in short conversations in routine contexts on topics of interest. He/she can generally follow the main points in an informal discussion with friends provided speech is clearly articulated and in a standard dialect. He/she can make his/her opinions and reactions understood and express belief, opinion, agreement and disagreement politely. He/she can deal with common aspects of everyday living such as travel, lodging, eating and shopping. He/she can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling. Reading comprehensionHe/she can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. He/she can find and understand relevant information in everyday material such as letters, brochures and short official documents. He/she can identify the main conclusions in clearly signalled argumentative texts. He/she can understand regulations, for example safety, when expressed in simple language. Written productionHe/she can write straightforward connected texts on a range of familiar subjects within his/her field of interest by linking a series of shorter discrete elements into a linear sequence. He/she can write accounts of experiences, describing feelings and reactions in simple connected text and narrate a story. He/she can write about everyday aspects of his/her environment, e.g. people, places, a job or study experience in linked sentences. He/she can summarise, report and give his/her opinion about some factual information on familiar routine and non-routine matters within his/her field with some confidence. Grammatical, functional and vocabulary contentsGrammatical contents
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LEVEL B2 (VANTAGE)LEVEL B2 (VANTAGE)General competencesAt the end of the Vantage level students will achieve the following competences: Linguistic competenceAt this level the speaker has a good range of vocabulary for matters connected to his/her field and most general topics. He/she can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication. He/she has good grammatical control but has occasional “slips” or non-systematic errors. He/she communicates with reasonable accuracy in familiar contexts. Errors occur, but it is clear what he/she is trying to express. Regarding phonological and orthographic control, he/she has acquired a clear, natural, pronunciation and intonation. He/she can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence. Sociolinguistic competenceHe/she can express him/herself confidently, clearly and politely in a formal or informal register, appropriate to the situation. Pragmatic competenceFlexibility: He/she can adjust what he/she says and the means of expressing it to the situation and the recipient and adopt a level of formality appropriate to the circumstances. He/she can vary formulation of what he/she wants to say. Turn taking: He/she can intervene appropriately in discussion, exploiting appropriate language to do so. He/she can initiate, maintain and end discourse appropriately with effective turn taking. Thematic development: He/she can develop a clear description or narrative, expanding and supporting his/her main points with relevant supporting detail and examples. Coherence and cohesion: He/she can use a variety of linking words efficiently to mark clearly the relationships between ideas. He/she can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse. Functional competenceSpoken fluency: He/she can communicate spontaneously, often showing remarkable fluency and ease of expression. Propositional precision: He/she can pass on detailed information reliably. Specific competencesOral comprehensionHe/she can understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a standard dialect, including technical discussions in his/her field of specialization. He/she can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is sign-posted by explicit markers. He/she can with some effort catch much of what is said around him/her, but may find it difficult to participate effectively in discussion with several native speakers who do not modify their language in any way. He/she can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation, which are propositionally and linguistically complex. He/she can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. He/she can understand most radio documentaries and most other recorded or broadcast audio material delivered in standard spoken language. He/she can understand in detail what is said to him/her in the standard spoken language even in a noisy environment. Oral productionHe/she can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples. He/she can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest. He/she can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. He/she can give detailed accounts of experiences, describing feelings and reactions. He/she can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail. He/she can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. He/she can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options. He/she can take a series of follow up questions with a degree of fluency and spontaneity, which poses no strain for either him/herself or the audience. Spoken interactionHe/she can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with native speakers quite possible without imposing strain on either party. He/she can communicate with some confidence on familiar routine and non-routine matters related to his/her interests and professional field. In informal discussions he/she can with some effort catch much of what is said around him/her, but may find it difficult to participate effectively in discussion with several native speakers who do not modify their language in any way. He/she can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. He/she can participate actively in routine and non-routine formal discussion. He/she can follow the discussion on matters related to his/her field, understand in detail the points given prominence by the speaker. He/she can deal with most transactions likely to arise whilst travelling, arranging travel or accommodation, or dealing with authorities during a foreign visit. Reading comprehensionHe/she can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. He/she has a broad active reading vocabulary, but may experience some difficulty with low frequency idioms. He/she can scan quickly through long and complex texts, locating relevant details. He/she can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology. He/she can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. He/she can understand lengthy, complex instructions in his field, including details on conditions and warnings, provided he/she can reread difficult sections. Written production He/she can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesizing and evaluating information and arguments from a number of sources. He/she can write clear, detailed descriptions of real or imaginary events and experiences, marking the relationship between ideas in clear connected text, and following established conventions of the genre concerned. He/she can write a review of a film, book or play. He/she can write an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options. Grammatical, functional and vocabulary contentsGrammatical contents
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LEVEL C1 (Effective Operational Proficiency)LEVEL C1 (Effective Operational Proficiency)General competencesAt the end of the Effective Operational Proficiency level students will achieve the following competences: Linguistic competenceAt this level the speaker can select an appropriate formulation from a broad range of language to express him/herself clearly without having to restrict what he/she wants to say. He/she has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions: little obvious searching for expressions or avoidance strategies. Good command of idiomatic expressions and colloquialisms. The speaker consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot. Regarding phonological and orthographic control, he or she can vary intonation and place sentence stress correctly in order to express finer shades of meaning. His/her layout, paragraphing and punctuation are consistent and helpful. Spelling is accurate, apart from occasional slips of the pen. Sociolinguistic competenceAt this level the speaker can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts; may, however, need to confirm occasional details, especially if the accent is unfamiliar. They can follow films employing a considerable degree of slang and idiomatic usage as well as use language flexibly and effectively for social purposes, including emotional, allusive and joking usage. Pragmatic competenceFlexibility: He/she can adjust what he/she says and the means of expressing it to the situation and the recipient and adopt a level of formality appropriate to the circumstances. He/she can vary formulation of what he/she wants to say. Turn-taking: Can select a suitable phrase from a readily available range of discourse functions to preface his/her remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking. Thematic development: He/she can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion Coherence and cohesion: He/she can produce clear, smoothly flowing, well-structured speech, showing controlled use of organizational patterns, connectors and cohesive devices. Functional competenceSpoken fluency: He/she can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language. Propositional precision: He/she can qualify opinions and statements precisely in relation to degrees of, for example, certainty/uncertainty, belief/doubt, likelihood, etc. 2.5.2 Specific competencesOral comprehensionHe/she can understand enough to follow extended speech on abstract and complex topics beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar. C1 students can recognize a wide range of idiomatic expressions and colloquialisms, appreciating register shifts and are able to follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. They can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics. He/she can follow most lectures, discussions and debates with relative ease. These speakers can extract specific information from poor quality, audibly distorted public announcements, e.g. in a station, sports stadium etc. Can understand complex technical information, such as operating instructions, specifications for familiar products and services. The speaker can understand a wide range of recorded and broadcast audio material, including some non-standard usage, and identify finer points of detail including implicit attitudes and relationships between speakers. Oral productionThe speaker can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. He/she can give clear, detailed descriptions of complex subjects. Can also give elaborate descriptions and narratives, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. He/she can deliver announcements fluently, almost effortlessly, using stress and intonation to convey finer shades of meaning precisely. He/she can give a clear, well-structured presentation of a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples. They can handle interjections well, responding spontaneously and almost effortlessly. Spoken interactionHe/she can express him/herself fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language. In informal discussions he/she can understand in detail speech on abstract and complex topics of a specialist nature beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar. He/she can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage At this level the speaker can easily keep up with the debate, even on abstract, complex unfamiliar topics, can argue a formal position convincingly, responding to questions and comments and answering complex lines of counter argument fluently, spontaneously and appropriately. He/she can participate fully in an interview, as either interviewer or interviewee, expanding and developing the point being discussed fluently without any support, and handling interjections well. Reading comprehensionHe/she can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of speciality, provided he/she can reread difficult sections. Can understand any correspondence given the occasional use of a dictionary. He/she can scan quickly through long and complex texts, locating relevant details. He/she can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology. He/she can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions. They can also understand in detail lengthy, complex instructions on a new machine or procedure, whether or not the instructions relate to his/her own area of speciality, provided he/she can reread difficult sections Written productionHe/she can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion. He/she can write clear, detailed, well-structured and developed descriptions and imaginative texts in an assured, personal, natural style appropriate to the reader in mind. He/she can write clear, well-structured expositions of complex subjects, underlining the relevant salient issues. Can also expand and support points of view at some length with subsidiary points, reasons and relevant examples. Lexico-semantic, grammatical and functional contentsLexico-semantic contents
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