Professional Documents
Culture Documents
Procient
User
C2
Can understand with ease virtually everything heard or read. Can summarise
information from different spoken and written sources, reconstructing
arguments and accounts in a coherent presentation. Can express him/herself
spontaneously, very uently and precisely, differentiating ner shades of
meaning even in more complex situations.
C1
B2
Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her eld of
specialisation. Can interact with a degree of uency and spontaneity that
makes regular interaction with native speakers quite possible without strain
for either party. Can produce clear, detailed text on a wide range of subjects
and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
B1
Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most
situations likely to arise whilst travelling in an area where the language is
spoken. Can produce simple connected text on topics which are familiar or of
personal interest. Can describe experiences and events, dreams, hopes and
ambitions and briey give reasons and explanations for opinions and plans.
A2
A1
Can understand and use familiar everyday expressions and very basic phrases
aimed at the satisfaction of needs of a concrete type. Can introduce
him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she
has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.
Independent
User
Basic
User
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Communicative activities
Can Do descriptors are provided for reception, interaction and production. There may
not be descriptors for all sub-categories for every level, since some activities cannot be
undertaken until a certain level of competence has been reached, whilst others may
cease to be an objective at higher levels.
Strategies
Can Do descriptors are provided for some of the strategies employed in performing communicative activities. Strategies are seen as a hinge between the learners resources (competences) and what he/she can do with them (communicative activities). The principles
of a) planning action, b) balancing resources and compensating for deciencies during
execution and c) monitoring results and undertaking repair as necessary are described
in the sections dealing with interaction and production strategies in Chapter 4.
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U
N
D
E
R
S
T
A
N
D
I
N
G
S
P
E
A
K
I
N
G
W
R
I
T
I
N
G
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A2
B1
Listening
Reading
I can understand
familiar names, words
and very simple
sentences, for example
on notices and posters
or in catalogues.
Spoken
Interaction
Spoken
Production
Writing
B2
C1
C2
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B2
C1
B2+
C2
RANGE
Consistently maintains a
high degree of grammatical
accuracy; errors are rare,
difcult to spot and
generally corrected when
they do occur.
Maintains consistent
grammatical control of
complex language, even
while attention is otherwise
engaged (e.g. in forward
planning, in monitoring
others reactions).
ACCURACY
FLUENCY
INTERACTION
COHERENCE
A1
A2
A2+
B1
B1+