| Nivel |
Actividad o Competencia |
Tipo de comunicación |
Destreza |
Descriptor |
| B1+ | Communicative language activities | Oral comprehension | Overall oral comprehension | Can understand straightforward factual information about common everyday or job-related topics, identifying both general messages and specific details, provided people articulate clearly in a generally familiar variety. |
| B1+ | Communicative language activities | Oral comprehension | Understanding conversation between other people | Can follow much of everyday conversation and discussion, provided it is clearly articulated in standard language or in a familiar variety. |
| B1+ | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can follow a lecture or talk within their own field, provided the subject matter is familiar and the presentation straightforward and clearly structured. |
| B1+ | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can distinguish between main ideas and supporting details in standard lectures on familiar subjects, provided these are delivered in clearly articulated standard language or a familiar variety. |
| B1+ | Communicative language activities | Oral comprehension | Understanding audio (or signed) media and recordings | Can understand the information content of the majority of recorded or broadcast material on topics of personal interest delivered in clear standard language. |
| B1+ | Communicative language activities | Audio-visual comprehension | Watching TV, film and video | Can understand a large part of many TV programmes on topics of personal interest such as interviews, short lectures and news reports when the delivery is relatively slow and clear. |
| B1+ | Communicative language activities | Reading comprehension | Reading correspondence | Can understand formal correspondence on less familiar subjects well enough to redirect it to someone else. |
| B1+ | Communicative language activities | Reading comprehension | Reading for orientation | Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task. |
| B1+ | Communicative language activities | Reading comprehension | Reading for orientation | Can scan through straightforward, factual texts in magazines, brochures or on the web, identify what they are about and decide whether they contain information that might be of practical use. |
| B1+ | Communicative language activities | Reading comprehension | Reading for information and argument | Can understand straightforward, factual texts on subjects relating to their interests or studies. |
| B1+ | Communicative language activities | Reading comprehension | Reading for information and argument | Can understand short texts on subjects that are familiar or of current interest, in which people give their points of view (e.g. critical contributions to an online discussion forum or readers’ letters to the editor). |
| B1+ | Communicative language activities | Reading comprehension | Reading for information and argument | Can identify the main conclusions in clearly signalled argumentative texts. |
| B1+ | Communicative language activities | Reading comprehension | Reading for information and argument | Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail. |
| B1+ | Communicative language activities | Reading comprehension | Reading instructions | Can understand instructions and procedures in the form of a continuous text, for instance in a manual, provided they are familiar with the type of process or product concerned. |
| B1+ | Communicative language activities | Reading comprehension | Reading as a leisure activity | Can read newspaper/magazine accounts of films, books, concerts, etc. produced for a wider audience and understand the main points. |
| B1+ | Communicative language activities | Reading comprehension | Reading as a leisure activity | Can understand simple poems and song lyrics provided these employ straightforward language and style. |
| B1+ | Communicative language strategies | | Identifying cues and inferring (spoken, signed and written) | Can exploit different types of connectors (numerical, temporal, logical) and the role of key paragraphs in the overall organisation in order to better understand the argumentation in a text. |
| B1+ | Communicative language strategies | | Identifying cues and inferring (spoken, signed and written) | Can extrapolate the meaning of a section of a text by taking into account the text as a whole. |
| B1+ | Communicative language strategies | | Identifying cues and inferring (spoken, signed and written) | Can identify the meaning of unfamiliar words/signs from the context on topics related to their field and interests. |
| B1+ | Communicative language strategies | | Identifying cues and inferring (spoken, signed and written) | Can extrapolate the meaning of occasional unknown words/signs from the context and deduce sentence meaning, provided the topic discussed is familiar. |
| B1+ | Communicative language activities | Oral production | Sustained monologue: describing experience | Can clearly express feelings about something experienced and give reasons to explain those feelings. |
| B1+ | Communicative language activities | Oral production | Sustained monologue: giving information | Can explain the main points in an idea or problem with reasonable precision. |
| B1+ | Communicative language activities | Oral production | Sustained monologue: giving information | Can describe how to do something, giving detailed instructions. |
| B1+ | Communicative language activities | Oral production | Sustained monologue: putting a case (e.g. in a debate) | Can develop an argument well enough to be followed without difficulty most of the time. |
| B1+ | Communicative language activities | Oral production | Sustained monologue: putting a case (e.g. in a debate) | Can give simple reasons to justify a viewpoint on a familiar topic. |
| B1+ | Communicative language activities | Oral production | Addressing audiences | Can give a prepared presentation on a familiar topic within their field, outlining similarities and differences (e.g. between products, countries/regions, plans). |
| B1+ | Communicative language activities | Written production | Creative writing | Can clearly signal chronological sequence in narrative text. |
| B1+ | Communicative language activities | Written production | Creative writing | Can give a simple review of a film, book or TV programme using a limited range of language. |
| B1+ | Communicative language activities | Written production | Reports and essays | Can produce short, simple essays on topics of interest. |
| B1+ | Communicative language activities | Written production | Reports and essays | Can produce a text on a topical subject of personal interest, using simple language to list advantages and disadvantages, and give and justify their opinion. |
| B1+ | Communicative language activities | Written production | Reports and essays | Can summarise, report and give their opinion about accumulated factual information on familiar routine and non-routine matters within their field with some confidence. |
| B1+ | Communicative language strategies | | Planning | Can rehearse and try out new combinations and expressions, inviting feedback. |
| B1+ | Communicative language strategies | | Compensating | Can define the features of something concrete for which they can’t remember the word/sign. |
| B1+ | Communicative language strategies | | Compensating | Can convey meaning by qualifying a word/sign meaning something similar (e.g. a truck for people = bus). |
| B1+ | Communicative language strategies | | Monitoring and repair | Can correct mix-ups with the marking of time or expressions that lead to misunderstandings, provided the interlocutor indicates there is a problem. |
| B1+ | Communicative language activities | Oral interaction | Overall oral interaction | Can communicate with some confidence on familiar routine and non-routine matters related to their interests and professional field. Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem. Can express thoughts on more abstract, cultural topics such as films, books, music, etc. |
| B1+ | Communicative language activities | Oral interaction | Conversation | Can start up a conversation and help keep it going by asking people relatively spontaneous questions about a special experience or event, expressing reactions and opinions on familiar subjects. |
| B1+ | Communicative language activities | Oral interaction | Conversation | Can have relatively long conversations on subjects of common interest, provided the interlocutor makes an effort to support understanding. |
| B1+ | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can follow much of what is said around them on general topics, provided interlocutors avoid very idiomatic usage and articulate clearly. |
| B1+ | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can express their thoughts about abstract or cultural topics such as music or films. |
| B1+ | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can explain why something is a problem. |
| B1+ | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can give brief comments on the views of others. |
| B1+ | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can compare and contrast alternatives, discussing what to do, where to go, who or which to choose, etc. |
| B1+ | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can follow much of what is said that is related to their field, provided interlocutors avoid very idiomatic usage and articulate clearly. |
| B1+ | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can put over a point of view clearly, but has difficulty engaging in debate. |
| B1+ | Communicative language activities | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | Can follow what is said, though they may occasionally have to ask for repetition or clarification if the discussion is rapid or extended. |
| B1+ | Communicative language activities | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | Can explain why something is a problem, discuss what to do next, and compare and contrast alternatives. |
| B1+ | Communicative language activities | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | Can give brief comments on the views of others. |
| B1+ | Communicative language activities | Oral interaction | Information exchange | Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within their field with some confidence. |
| B1+ | Communicative language activities | Oral interaction | Information exchange | Can summarise and give their opinion about a short story, article, talk, discussion, interview or documentary and answer further questions of detail. |
| B1+ | Communicative language activities | Oral interaction | Interviewing and being interviewed | Can provide concrete information required in an interview/consultation (e.g. describe symptoms to a doctor), but with limited precision. |
| B1+ | Communicative language activities | Oral interaction | Interviewing and being interviewed | Can carry out a prepared interview, checking and confirming information, though they may occasionally have to ask for repetition if the other person’s response is rapid or extended. |
| B1+ | Communicative language activities | Oral interaction | Using telecommunications | Can use telecommunications for everyday personal or professional purposes, provided they can ask for clarification from time to time. |
| B1+ | Communicative language activities | Oral interaction | Using telecommunications | Can give important details over the (video)phone concerning an unexpected incident (e.g. a problem in a hotel, with travel arrangements, with a hire car). |
| B1+ | Communicative language activities | Written interaction | Overall written interaction | Can convey information and ideas on abstract as well as concrete topics, check information, and ask about or explain problems with reasonable precision. |
| B1+ | Communicative language activities | Written interaction | Correspondence | Can compose personal letters giving news and expressing thoughts about abstract or cultural topics such as music or film. |
| B1+ | Communicative language activities | Written interaction | Correspondence | Can compose letters expressing different opinions and giving detailed accounts of personal feelings and experiences. |
| B1+ | Communicative language activities | Written interaction | Correspondence | Can reply to an advertisement in writing and ask for further information on items that interest them. |
| B1+ | Communicative language activities | Written interaction | Correspondence | Can compose basic formal e-mails/letters (e.g. to make a complaint and request action). |
| B1+ | Communicative language activities | Written interaction | Notes, messages and forms | Can take routine messages that are likely to occur in a personal, professional or academic context. |
| B1+ | Communicative language activities | Written interaction | Notes, messages and forms | Can take messages communicating enquiries and explaining problems. |
| B1+ | Communicative language activities | Online interaction | Online conversation and discussion | Can engage in real-time online exchanges with more than one participant, recognising the communicative intentions of each contributor, but may not understand details or implications without further explanation. |
| B1+ | Communicative language activities | Online interaction | Online conversation and discussion | Can post online accounts of social events, experiences and activities referring to embedded links and media and sharing personal feelings. |
| B1+ | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can engage in online transactions that require an extended exchange of information, provided the interlocutor(s) avoid complex language and are willing to repeat and reformulate when necessary. |
| B1+ | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can interact online with a group that is working on a project, following straightforward instructions, seeking clarification and helping to accomplish the shared tasks. |
| B1+ | Communicative language strategies | | Turntaking | Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor. |
| B1+ | Communicative language strategies | | Co-operating | Can exploit a basic repertoire of language and strategies to help keep a conversation or discussion going. |
| B1+ | Communicative language strategies | | Co-operating | Can summarise the point reached in a discussion and so help focus the argument. |
| B1+ | Communicative language strategies | | Asking for clarification | Can ask for further details and clarifications from other group members in order to move a discussion forward. |
| B1+ | Communicative language activities | | Overall mediation | Can collaborate with people from other backgrounds, showing interest and empathy by asking and answering simple questions, formulating and responding to suggestions, asking whether people agree, and proposing alternative approaches. Can convey the main points made in long texts expressed in uncomplicated language on topics of personal interest, provided they can check the meaning of certain expressions. |
| B1+ | Communicative language activities | Mediating a text | Explaining data in speech or sign | Can interpret and describe (in Language B) detailed information in diagrams in their fields of interest (with text in Language A), even though lexical gaps may cause hesitation or imprecise formulation. |
| B1+ | Communicative language activities | Mediating a text | Explaining data in writing | Can interpret and present in writing (in Language B) the overall trends shown in simple diagrams (e.g. graphs, bar charts) (with text in Language A), explaining the important points in more detail, given the help of a dictionary or other reference materials. |
| B1+ | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise (in Language B) the main points made in long texts (in Language A) on topics in their fields of interest, provided they can check the meaning of certain expressions. |
| B1+ | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise (in Language B) a short narrative or article, talk, discussion, interview or documentary (in Language A) and answer further questions about details. |
| B1+ | Communicative language activities | Mediating a text | Processing text in speech or sign | Can collate short pieces of information from several sources (in Language A) and summarise them (in Language B) for somebody else. |
| B1+ | Communicative language activities | Mediating a text | Processing text in writing | Can summarise in writing (in Language B) the information and arguments contained in texts (in Language A) on subjects of general or personal interest. |
| B1+ | Communicative language activities | Mediating a text | Translating a written text in speech or sign | Can provide oral translation (into Language B) of texts (written in Language A) containing information and arguments on subjects within their fields of professional, academic and personal interest, provided they are written in uncomplicated, standard language. |
| B1+ | Communicative language activities | Mediating a text | Translating a written text in writing | Can produce approximate translations (from Language A into Language B) of straightforward, factual texts that are written in uncomplicated, standard language, closely following the structure of the original; although linguistic errors may occur, the translation remains comprehensible. |
| B1+ | Communicative language activities | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | Can take notes during a lecture which are precise enough for their own use at a later date, provided the topic is within their field of interest and the lecture is clear and well structured. |
| B1+ | Communicative language activities | Mediating concepts | Facilitating collaborative interaction with peers | Can collaborate on a shared task, e.g. formulating and responding to suggestions, asking whether people agree, and proposing alternative approaches. |
| B1+ | Communicative language activities | Mediating concepts | Facilitating collaborative interaction with peers | Can collaborate in simple, shared tasks and work towards a common goal in a group by asking and answering straightforward questions. |
| B1+ | Communicative language activities | Mediating concepts | Facilitating collaborative interaction with peers | Can define the task in basic terms in a discussion and ask others to contribute their expertise and experience. |
| B1+ | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can organise the work in a straightforward collaborative task by stating the aim and explaining in a simple manner the main issue that needs to be resolved. |
| B1+ | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can use questions, comments and simple reformulations to maintain the focus of a discussion. |
| B1+ | Communicative language activities | Mediating concepts | Managing interaction | Can allocate turns in a discussion, inviting a participant to express their views. |
| B1+ | Communicative language activities | Mediating concepts | Encouraging conceptual talk | Can ask people to elaborate on specific points they made in their initial explanation. |
| B1+ | Communicative language activities | Mediating concepts | Encouraging conceptual talk | Can ask appropriate questions to check understanding of concepts that have been explained. |
| B1+ | Communicative language activities | Mediating concepts | Encouraging conceptual talk | Can ask questions to invite people to clarify their reasoning. |
| B1+ | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can support communication across cultures by initiating conversation, showing interest and empathy by asking and answering simple questions, and expressing agreement and understanding. |
| B1+ | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can act in a supportive manner in intercultural encounters, recognising the feelings and different worldviews of other members of the group. |
| B1+ | Communicative language activities | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | Can communicate (in Language B) the main sense of what is said (in Language A) on subjects within their fields of interest, conveying straightforward factual information and explicit cultural references, provided they can prepare beforehand and that the interlocutors articulate clearly in everyday language. |
| B1+ | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can ask parties in a disagreement to explain their point of view, and can respond briefly to their explanations, provided the topic is familiar to them and the parties express themselves clearly. |
| B1+ | Communicative language strategies | Strategies to explain a new concept | Linking to previous knowledge | Can explain how something works by providing examples that draw on people’s everyday experiences. |
| B1+ | Communicative language strategies | Strategies to explain a new concept | Adapting language | Can paraphrase more simply the main points made in short, straightforward texts on familiar subjects (e.g. short magazine articles, interviews) to make the contents accessible for others. |
| B1+ | Communicative language strategies | Strategies to explain a new concept | Breaking down complicated information | Can make a short instructional or informational text easier to understand by presenting it as a list of separate points. |
| B1+ | Communicative language strategies | Strategies to simplify a text | Amplifying a dense text | Can make an aspect of an everyday topic clearer and more explicit by conveying the main information in another way. |
| B1+ | Communicative language competences | Linguistic competence | General linguistic range | Has a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and film. |
| B1+ | Communicative language competences | Linguistic competence | Grammatical accuracy | Communicates with reasonable accuracy in familiar contexts; generally good control, though with noticeable mother-tongue influence. Errors occur, but it is clear what they are trying to express. |
| B1+ | Communicative language competences | Pragmatic competence | Turntaking | Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor. |
| B1+ | Communicative language competences | Pragmatic competence | Thematic development | Can clearly signal chronological sequence in narrative text. |
| B1+ | Communicative language competences | Pragmatic competence | Thematic development | Can develop an argument well enough to be followed without difficulty most of the time. |
| B1+ | Communicative language competences | Pragmatic competence | Coherence and cohesion | Can introduce a counter-argument in a simple discursive text (e.g. with “however”). |
| B1+ | Communicative language competences | Pragmatic competence | Propositional precision | Can explain the main points in an idea or problem with reasonable precision. |
| B1+ | Communicative language competences | Pragmatic competence | Fluency | Can express themselves with relative ease. Despite some problems with formulation resulting in pauses and “cul-de-sacs”, they are able to keep going effectively without help. |