| Nivel |
Actividad o Competencia |
Tipo de comunicación |
Destreza |
Descriptor |
| B1 | Communicative language activities | Oral comprehension | Overall oral comprehension | Can understand the main points made in clear standard language or a familiar variety on familiar matters regularly encountered at work, school, leisure, etc., including short narratives. |
| B1 | Communicative language activities | Oral comprehension | Understanding conversation between other people | Can generally follow the main points of extended discussion around them, provided it is clearly articulated in standard language or a familiar variety. |
| B1 | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can follow in outline straightforward short talks on familiar topics, provided these are delivered in clearly articulated standard language or a familiar variety. |
| B1 | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can follow a straightforward conference presentation or demonstration with visual support (e.g. slides, handouts) on a topic or product within their field, understanding explanations given. |
| B1 | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can understand the main points of what is said in a straightforward monologue (e.g. a guided tour), provided the delivery is clear and relatively slow. |
| B1 | Communicative language activities | Oral comprehension | Understanding announcements and instructions | Can understand simple technical information, such as operating instructions for everyday equipment. |
| B1 | Communicative language activities | Oral comprehension | Understanding announcements and instructions | Can follow detailed directions. |
| B1 | Communicative language activities | Oral comprehension | Understanding announcements and instructions | Can understand public announcements at airports, stations and on planes, buses and trains, provided these are clearly articulated with minimum interference from [auditory/visual] background noise. |
| B1 | Communicative language activities | Oral comprehension | Understanding audio (or signed) media and recordings | Can understand the main points of news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly. |
| B1 | Communicative language activities | Oral comprehension | Understanding audio (or signed) media and recordings | Can understand the main points and important details in stories and other narratives (e.g. a description of a holiday), provided the delivery is slow and clear. |
| B1 | Communicative language activities | Audio-visual comprehension | Watching TV, film and video | Can follow many films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language. |
| B1 | Communicative language activities | Audio-visual comprehension | Watching TV, film and video | Can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. |
| B1 | Communicative language activities | Reading comprehension | Overall reading comprehension | Can read straightforward factual texts on subjects related to their field of interest with a satisfactory level of comprehension. |
| B1 | Communicative language activities | Reading comprehension | Reading correspondence | Can understand the description of events, feelings and wishes in personal letters well enough to correspond regularly with a pen friend. |
| B1 | Communicative language activities | Reading comprehension | Reading correspondence | Can understand straightforward personal letters, e-mails or postings giving a relatively detailed account of events and experiences. |
| B1 | Communicative language activities | Reading comprehension | Reading correspondence | Can understand standard formal correspondence and online postings in their area of professional interest. |
| B1 | Communicative language activities | Reading comprehension | Reading for orientation | Can find and understand relevant information in everyday material, such as letters, brochures and short official documents. |
| B1 | Communicative language activities | Reading comprehension | Reading for orientation | Can pick out important information about preparation and usage on the labels on foodstuff and medicine. |
| B1 | Communicative language activities | Reading comprehension | Reading for orientation | Can assess whether an article, report or review is on the required topic. |
| B1 | Communicative language activities | Reading comprehension | Reading for orientation | Can understand the important information in simple, clearly drafted adverts in newspapers or magazines, provided there are not too many abbreviations. |
| B1 | Communicative language activities | Reading comprehension | Reading for information and argument | Can recognise significant points in straightforward news articles on familiar subjects. |
| B1 | Communicative language activities | Reading comprehension | Reading for information and argument | Can understand most factual information that they are likely to come across on familiar subjects of interest, provided they have sufficient time for rereading. |
| B1 | Communicative language activities | Reading comprehension | Reading for information and argument | Can understand the main points in descriptive notes such as those on museum exhibits and explanatory boards in exhibitions. |
| B1 | Communicative language activities | Reading comprehension | Reading instructions | Can understand clearly expressed, straightforward instructions for a piece of equipment. |
| B1 | Communicative language activities | Reading comprehension | Reading instructions | Can follow simple instructions given on packaging (e.g. cooking instructions). |
| B1 | Communicative language activities | Reading comprehension | Reading instructions | Can understand most short safety instructions, (e.g. on public transport or in manuals for the use of electrical equipment). |
| B1 | Communicative language activities | Reading comprehension | Reading as a leisure activity | Can understand descriptions of places, events, explicitly expressed feelings and perspectives in narratives, guides and magazine articles that employ high frequency everyday language. |
| B1 | Communicative language activities | Reading comprehension | Reading as a leisure activity | Can understand a travel diary mainly describing the events of a journey and the experiences and discoveries of the writer. |
| B1 | Communicative language activities | Reading comprehension | Reading as a leisure activity | Can follow the plot of stories, simple novels and comics with a clear linear storyline and high frequency everyday language, given regular use of a dictionary. |
| B1 | Communicative language strategies | | Identifying cues and inferring (spoken, signed and written) | Can make basic inferences or predictions about text content from headings, titles or headlines. |
| B1 | Communicative language strategies | | Identifying cues and inferring (spoken, signed and written) | Can watch or listen to a short narrative and predict what will happen next. |
| B1 | Communicative language strategies | | Identifying cues and inferring (spoken, signed and written) | Can follow a line of argumentation or the sequence of events in a story, by focusing on common logical connectors (e.g. however, because) and temporal connectors (e.g. after that, beforehand). |
| B1 | Communicative language strategies | | Identifying cues and inferring (spoken, signed and written) | Can deduce the probable meaning of unknown words/signs in a text by identifying their constituent parts (e.g. identifying roots, lexical elements, suffixes and prefixes). |
| B1 | Communicative language activities | Oral production | Overall oral production | Can reasonably fluently sustain a straightforward description of one of a variety of subjects within their field of interest, presenting it as a linear sequence of points. |
| B1 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can give straightforward descriptions on a variety of familiar subjects within their field of interest. |
| B1 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can reasonably fluently relate a straightforward narrative or description as a sequence of points. |
| B1 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can give detailed accounts of experiences, describing feelings and reactions. |
| B1 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can relate details of unpredictable occurrences, e.g. an accident. |
| B1 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can relate the plot of a book or film and describe their reactions. |
| B1 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can describe dreams, hopes and ambitions. |
| B1 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can describe events, real or imagined. |
| B1 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can narrate a story. |
| B1 | Communicative language activities | Oral production | Sustained monologue: giving information | Can report straightforward factual information on a familiar topic, for example to indicate the nature of a problem or to give detailed directions, provided they can prepare beforehand. |
| B1 | Communicative language activities | Oral production | Sustained monologue: putting a case (e.g. in a debate) | Can express opinions on subjects relating to everyday life, using simple expressions. |
| B1 | Communicative language activities | Oral production | Sustained monologue: putting a case (e.g. in a debate) | Can briefly give reasons and explanations for opinions, plans and actions. |
| B1 | Communicative language activities | Oral production | Sustained monologue: putting a case (e.g. in a debate) | Can explain whether or not they approve of what someone has done and give reasons to justify this opinion. |
| B1 | Communicative language activities | Oral production | Public announcements | Can deliver short, rehearsed announcements on a topic pertinent to everyday occurrences in their field which, despite possible problems with stress and intonation (= non-manuals in a sign language), are nevertheless clearly intelligible. |
| B1 | Communicative language activities | Oral production | Addressing audiences | Can give a prepared straightforward presentation on a familiar topic within their field which is clear enough to be followed without difficulty most of the time, and in which the main points are explained with reasonable precision. |
| B1 | Communicative language activities | Oral production | Addressing audiences | Can take follow-up questions, but may have to ask for repetition if the delivery is rapid. |
| B1 | Communicative language activities | Written production | Overall written production | Can produce straightforward connected texts on a range of familiar subjects within their field of interest, by linking a series of shorter discrete elements into a linear sequence. |
| B1 | Communicative language activities | Written production | Creative writing | Can give straightforward, detailed descriptions on a range of familiar subjects within their field of interest. |
| B1 | Communicative language activities | Written production | Creative writing | Can give accounts of experiences, describing feelings and reactions in simple, connected text. |
| B1 | Communicative language activities | Written production | Creative writing | Can give a description of an event, a recent trip – real or imagined. |
| B1 | Communicative language activities | Written production | Creative writing | Can narrate a story. |
| B1 | Communicative language activities | Written production | Reports and essays | Can produce very brief reports in a standard conventionalised format, which pass on routine factual information and state reasons for actions. |
| B1 | Communicative language activities | Written production | Reports and essays | Can present a topic in a short report or poster, using photographs and short blocks of text. |
| B1 | Communicative language strategies | | Planning | Can work out how to communicate the main point(s) they want to get across, exploiting any resources available and limiting the message to what they can recall or find the means to express. |
| B1 | Communicative language strategies | | Compensating | Can use a simple word/sign meaning something similar to the concept they want to convey and invite “correction”. |
| B1 | Communicative language strategies | | Compensating | Can “foreignise” word/signs in their first language and ask for confirmation. |
| B1 | Communicative language strategies | | Monitoring and repair | Can ask for confirmation that a form used is correct. |
| B1 | Communicative language strategies | | Monitoring and repair | Can start again using a different tactic when communication breaks down. |
| B1 | Communicative language activities | Oral interaction | Overall oral interaction | Can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling. Can enter unprepared into conversation on familiar topics, and express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). |
| B1 | Communicative language activities | Oral interaction | Understanding an interlocutor | Can follow clearly articulated speech/sign directed at them in everyday conversation, though will sometimes have to ask for repetition of particular words/signs and phrases. |
| B1 | Communicative language activities | Oral interaction | Conversation | Can enter unprepared into conversations on familiar topics. |
| B1 | Communicative language activities | Oral interaction | Conversation | Can follow clearly articulated language directed at them in everyday conversation, though will sometimes have to ask for repetition of particular words/signs. |
| B1 | Communicative language activities | Oral interaction | Conversation | Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to express exactly what they would like to. |
| B1 | Communicative language activities | Oral interaction | Conversation | Can express and respond to feelings such as surprise, happiness, sadness, interest and indifference. |
| B1 | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can generally follow the main points in an informal discussion with friends provided they articulate clearly in standard language or a familiar variety. |
| B1 | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can give or seek personal views and opinions in discussing topics of interest. |
| B1 | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can make their opinions and reactions understood as regards solutions to problems or practical questions of where to go, what to do, or how to organise an event (e.g. an outing). |
| B1 | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can express beliefs, opinions and agreement and disagreement politely. |
| B1 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can take part in routine formal discussion of familiar subjects which is clearly articulated in the standard form of the language or a familiar variety and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems. |
| B1 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can follow argumentation and discussion on a familiar or predictable topic, provided the points are made in relatively simple language and/or repeated, and opportunity is given for clarification. |
| B1 | Communicative language activities | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | Can generally follow what is said and, when necessary, repeat back part of what someone has said to confirm mutual understanding. |
| B1 | Communicative language activities | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | Can make their opinions and reactions understood as regards possible solutions or the question of what to do next, giving brief reasons and explanations. |
| B1 | Communicative language activities | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | Can invite others to give their views on how to proceed. |
| B1 | Communicative language activities | Oral interaction | Obtaining goods and services | Can deal with most transactions likely to arise while travelling, arranging travel or accommodation, or dealing with authorities during a foreign visit. |
| B1 | Communicative language activities | Oral interaction | Obtaining goods and services | Can ask in a shop for an explanation of the difference between two or more products serving the same purpose, in order to make a decision, posing follow-up questions as necessary. |
| B1 | Communicative language activities | Oral interaction | Obtaining goods and services | Can cope with less routine situations in shops, post offices, banks, e.g. returning an unsatisfactory purchase. |
| B1 | Communicative language activities | Oral interaction | Obtaining goods and services | Can make a complaint. |
| B1 | Communicative language activities | Oral interaction | Obtaining goods and services | Can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling, e.g. asking a passenger where to get off for an unfamiliar destination. |
| B1 | Communicative language activities | Oral interaction | Information exchange | Can find out and pass on straightforward factual information. |
| B1 | Communicative language activities | Oral interaction | Information exchange | Can ask for and follow detailed directions. |
| B1 | Communicative language activities | Oral interaction | Information exchange | Can obtain more detailed information. |
| B1 | Communicative language activities | Oral interaction | Information exchange | Can offer advice on simple matters within their field of experience. |
| B1 | Communicative language activities | Oral interaction | Interviewing and being interviewed | Can take some initiative in an interview/consultation (e.g. to bring up a new subject) but is very dependent on the interviewer in the interaction. |
| B1 | Communicative language activities | Oral interaction | Interviewing and being interviewed | Can describe symptoms in a simple way and ask for advice when using health services, and can understand the answer, provided this is given clearly in everyday language. |
| B1 | Communicative language activities | Oral interaction | Interviewing and being interviewed | Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow-up questions. |
| B1 | Communicative language activities | Oral interaction | Using telecommunications | Can use telecommunications to have relatively simple but extended conversations with people they know personally. |
| B1 | Communicative language activities | Oral interaction | Using telecommunications | Can use telecommunications for routine messages (e.g. arrangements for a meeting) and to obtain basic services (e.g. book a hotel room or make a medical appointment). |
| B1 | Communicative language activities | Written interaction | Overall written interaction | Can compose personal letters and notes asking for or conveying simple information of immediate relevance, getting across the point they feel to be important. |
| B1 | Communicative language activities | Written interaction | Correspondence | Can compose personal letters describing experiences, feelings and events in some detail. |
| B1 | Communicative language activities | Written interaction | Correspondence | Can compose basic e-mails/letters of a factual nature (e.g. to request information or to ask for and give confirmation). |
| B1 | Communicative language activities | Written interaction | Correspondence | Can compose a basic letter of application with limited supporting details. |
| B1 | Communicative language activities | Written interaction | Notes, messages and forms | Can formulate notes conveying simple information of immediate relevance to friends, service people, teachers and others who feature in their everyday life, getting across comprehensibly the points they feel are important. |
| B1 | Communicative language activities | Written interaction | Notes, messages and forms | Can take messages over the phone containing several points, provided the caller dictates these clearly and sympathetically. |
| B1 | Communicative language activities | Online interaction | Online conversation and discussion | Can post a comprehensible contribution in an online discussion on a familiar topic of interest, provided they can prepare the text beforehand and use online tools to fill gaps in language and check accuracy. |
| B1 | Communicative language activities | Online interaction | Online conversation and discussion | Can make personal online postings about experiences, feelings and events and respond individually to the comments of others in some detail, though lexical limitations sometimes cause repetition and inappropriate formulation. |
| B1 | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can engage in online collaborative or transactional exchanges that require simple clarification or explanation of relevant details, such as registering for a course, tour or event, or applying for membership. |
| B1 | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can interact online with a partner or small group working on a project, provided there are visual aids such as images, statistics and graphs to clarify more complex concepts. |
| B1 | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can respond to instructions and ask questions or request clarifications in order to accomplish a shared task online. |
| B1 | Communicative language strategies | | Turntaking | Can initiate, maintain and close simple, face-to-face conversation on topics that are familiar or of personal interest. |
| B1 | Communicative language strategies | | Co-operating | Can repeat back part of what someone has said to confirm mutual understanding and help keep the development of ideas on course. |
| B1 | Communicative language strategies | | Co-operating | Can invite others into the discussion. |
| B1 | Communicative language strategies | | Asking for clarification | Can ask someone to clarify or elaborate what they have just said. |
| B1 | Communicative language activities | | Overall mediation | Can introduce people from different backgrounds, showing awareness that some questions may be perceived differently, and invite other people to contribute their expertise and experience as well as their views. Can convey information given in clear, well-structured informational texts on subjects that are familiar or of personal or current interest, although lexical limitations cause difficulty with formulation at times. |
| B1 | Communicative language activities | Mediating a text | Relaying specific information in speech or sign | Can relay (in Language B) the content of public announcements and messages delivered clearly at normal speed (in Language A). |
| B1 | Communicative language activities | Mediating a text | Relaying specific information in speech or sign | Can relay (in Language B) the contents of detailed instructions or directions, provided these are clearly articulated (in Language A). |
| B1 | Communicative language activities | Mediating a text | Relaying specific information in speech or sign | Can relay (in Language B) specific information given in straightforward informational texts (e.g. leaflets, brochure entries, notices and letters or e-mails) (in Language A). |
| B1 | Communicative language activities | Mediating a text | Relaying specific information in writing | Can relay in writing (in Language B) specific information points contained in texts delivered (in Language A) on familiar subjects (e.g. calls, announcements and instructions). |
| B1 | Communicative language activities | Mediating a text | Relaying specific information in writing | Can relay in writing (in Language B) specific, relevant information contained in straightforward informational texts (in Language A) on familiar subjects. |
| B1 | Communicative language activities | Mediating a text | Relaying specific information in writing | Can relay in writing (in Language B) specific information given in a straightforward recorded message (left in Language A), provided the topics concerned are familiar and the delivery is slow and clear. |
| B1 | Communicative language activities | Mediating a text | Explaining data in speech or sign | Can interpret and describe (in Language B) overall trends shown in simple diagrams (e.g. graphs, bar charts) (with text in Language A), even though lexical limitations cause difficulty with formulation at times. |
| B1 | Communicative language activities | Mediating a text | Explaining data in writing | Can describe in simple sentences (in Language B) the main facts shown in visuals on familiar topics (e.g. a weather map, a basic flow chart) (with text in Language A). |
| B1 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise (in Language B) the main points made in clear, well-structured texts (in Language A) on subjects that are familiar or of personal interest, although lexical limitations cause difficulty with formulation at times. |
| B1 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise simply (in Language B) the main information content of straightforward texts (in Language A) on familiar subjects (e.g. a short record of an interview, magazine article, travel brochure). |
| B1 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise (in Language B) the main points made during a conversation (in Language A) on a subject of personal or current interest, provided people articulated clearly. |
| 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 delivered orally (in Language A) on topics in their fields of interest, provided they can listen or view several times. |
| B1 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise (in Language B) the main points or events in TV programmes and video clips (in Language A), provided they can view them several times. |
| B1 | Communicative language activities | Mediating a text | Processing text in writing | Can summarise in writing (in Language B) the main points made in straightforward, informational texts (in Language A) on subjects that are of personal or current interest, provided oral texts are clearly articulated. |
| B1 | Communicative language activities | Mediating a text | Processing text in writing | Can paraphrase short passages in a simple fashion, using the original text wording and ordering. |
| B1 | Communicative language activities | Mediating a text | Translating a written text in speech or sign | Can provide an approximate oral translation (into Language B) of clear, well-structured informational texts (written in Language A) on subjects that are familiar or of personal interest, although lexical limitations cause difficulty with formulation at times. |
| B1 | Communicative language activities | Mediating a text | Translating a written text in writing | Can produce approximate translations (from Language A into Language B) of information contained in short, factual texts written in uncomplicated, standard language; despite errors, the translation remains comprehensible. |
| B1 | Communicative language activities | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | Can take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the lecture is both formulated in simple language and articulated clearly. |
| B1 | Communicative language activities | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | Can note down routine instructions in a meeting on a familiar subject, provided these are formulated in simple language and they are given sufficient time to do so. |
| B1 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can explain why certain parts or aspects of a work especially interested them. |
| B1 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can explain in some detail which character they most identified with and why. |
| B1 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can relate events in a story, film or play to similar events they have experienced or heard about. |
| B1 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can relate the emotions experienced by a character to emotions they have experienced. |
| B1 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can describe the emotions they experienced at a certain point in a story, e.g. the point(s) in a story when they became anxious for a character, and explain why. |
| B1 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can explain briefly the feelings and opinions that a work provoked in them. |
| B1 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can describe the personality of a character. |
| B1 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can describe a character’s feelings and explain the reasons for them. |
| B1 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can point out the most important episodes and events in a clearly structured narrative in everyday language and explain the significance of events and the connections between them. |
| B1 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can describe the key themes and characters in short narratives involving familiar situations that contain only high frequency everyday language. |
| B1 | Communicative language activities | Mediating concepts | Facilitating collaborative interaction with peers | Can invite other people in a group to contribute their views. |
| B1 | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can ask a group member to give the reason(s) for their views. |
| B1 | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can repeat part of what someone has said to confirm mutual understanding and help keep the development of ideas on course. |
| B1 | Communicative language activities | Mediating concepts | Managing interaction | Can give simple, clear instructions to organise an activity. |
| B1 | Communicative language activities | Mediating concepts | Encouraging conceptual talk | Can ask why someone thinks something, or how they think something would work. |
| B1 | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can support an intercultural exchange using a limited repertoire to introduce people from different cultural backgrounds and to ask and answer questions, showing awareness that some questions may be perceived differently in the cultures concerned. |
| B1 | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can help develop a shared communication culture, by exchanging information in a simple way about values and attitudes to language and culture. |
| 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 of personal interest, while following important politeness conventions, provided the interlocutors articulate clearly and they can ask for clarification and pause to plan how to express things. |
| B1 | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can demonstrate their understanding of the key issues in a disagreement on a topic familiar to them and make simple requests for confirmation and/or clarification. |
| B1 | Communicative language strategies | Strategies to explain a new concept | Linking to previous knowledge | Can show how new information is related to what people are familiar with by asking simple questions. |
| B1 | Communicative language strategies | Strategies to explain a new concept | Adapting language | Can paraphrase short passages in a simple fashion, using the original order of the text. |
| B1 | Communicative language strategies | Strategies to explain a new concept | Breaking down complicated information | Can make a set of instructions easier to understand by repeating them slowly, a few words/signs at a time, employing verbal and non-verbal emphasis to facilitate understanding. |
| B1 | Communicative language strategies | Strategies to simplify a text | Amplifying a dense text | Can make an aspect of an everyday topic clearer by providing simple examples. |
| B1 | Communicative language strategies | Strategies to simplify a text | Streamlining a text | Can identify and mark (e.g. underline, highlight) the essential information in a straightforward, informational text, in order to pass this information on to someone else. |
| B1 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can generally act according to conventions regarding posture, eye contact and distance from others. |
| B1 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can generally respond appropriately to the most commonly used cultural cues. |
| B1 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can explain features of their own culture to members of another culture or explain features of the other culture to members of their own culture. |
| B1 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can explain in simple terms how their own values and behaviours influence their views of other people’s values and behaviours. |
| B1 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can discuss in simple terms the way in which things that may look “strange” to them in another sociocultural context may well be “normal” for the other people concerned. |
| B1 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can discuss in simple terms the way their own culturally determined actions may be perceived differently by people from other cultures. |
| B1 | Plurilingual and pluricultural competence | | Plurilingual comprehension | Can use what they have understood in one language to understand the topic and main message of a text in another language (e.g. when reading short newspaper articles in different languages on the same theme). |
| B1 | Plurilingual and pluricultural competence | | Plurilingual comprehension | Can use parallel translations of texts (e.g. magazine articles, stories, passages from novels) to develop comprehension in different languages. |
| B1 | Plurilingual and pluricultural competence | | Plurilingual comprehension | Can deduce the message of a text by exploiting what they have understood from texts on the same theme in different languages (e.g. news in brief, museum brochures, online reviews). |
| B1 | Plurilingual and pluricultural competence | | Plurilingual comprehension | Can extract information from documents in different languages in their field (e.g. to include in a presentation). |
| B1 | Plurilingual and pluricultural competence | | Plurilingual comprehension | Can recognise similarities and contrasts between the way concepts are expressed in different languages, in order to distinguish between identical uses of the same word/sign and “false friends”. |
| B1 | Plurilingual and pluricultural competence | | Plurilingual comprehension | Can use their knowledge of contrasting grammatical structures and functional expressions of languages in their plurilingual repertoire in order to support comprehension. |
| B1 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | Can exploit creatively their limited repertoire in different languages in their plurilingual repertoire for everyday contexts, in order to cope with an unexpected situation. |
| B1 | Communicative language competences | Linguistic competence | General linguistic range | Has enough language to get by, with sufficient vocabulary to express themselves with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel and current events, but lexical limitations cause repetition and even difficulty with formulation at times. |
| B1 | Communicative language competences | Linguistic competence | Vocabulary range | Has a good range of vocabulary related to familiar topics and everyday situations. |
| B1 | Communicative language competences | Linguistic competence | Vocabulary range | Has sufficient vocabulary to express themselves with some circumlocutions on most topics pertinent to their everyday life such as family, hobbies and interests, work, travel and current events. |
| B1 | Communicative language competences | Linguistic competence | Grammatical accuracy | Uses reasonably accurately a repertoire of frequently used “routines” and patterns associated with more predictable situations. |
| B1 | Communicative language competences | Linguistic competence | Vocabulary control | Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations. |
| B1 | Communicative language competences | Linguistic competence | Vocabulary control | Uses a wide range of simple vocabulary appropriately when discussing familiar topics. |
| B1 | Communicative language competences | Linguistic competence | Overall phonological control | Pronunciation is generally intelligible |
| B1 | Communicative language competences | Linguistic competence | Sound articulation | Is generally intelligible throughout, despite regular mispronunciation of individual sounds and words they are less familiar with. |
| B1 | Communicative language competences | Linguistic competence | Prosodic features | Can convey their message in an intelligible way in spite of a strong influence on stress, intonation and/or rhythm from the other language(s) they speak. |
| B1 | Communicative language competences | Linguistic competence | Orthographic control | Can produce continuous writing which is generally intelligible throughout. |
| B1 | Communicative language competences | Linguistic competence | Orthographic control | Spelling, punctuation and layout are accurate enough to be followed most of the time. |
| B1 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can perform and respond to a wide range of language functions, using their most common exponents in a neutral register. |
| B1 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Is aware of the salient politeness conventions and acts appropriately. |
| B1 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Is aware of, and looks out for signs of, the most significant differences between the customs, usages, attitudes, values and beliefs prevalent in the community concerned and those of their own community. |
| B1 | Communicative language competences | Pragmatic competence | Flexibility | Can adapt their expression to deal with less routine, even difficult, situations. |
| B1 | Communicative language competences | Pragmatic competence | Flexibility | Can exploit a wide range of simple language flexibly to express much of what they want. |
| B1 | Communicative language competences | Pragmatic competence | Turntaking | Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. |
| B1 | Communicative language competences | Pragmatic competence | Thematic development | Shows awareness of the conventional structure of the text type concerned when communicating their ideas. |
| B1 | Communicative language competences | Pragmatic competence | Thematic development | Can reasonably fluently relate a straightforward narrative or description as a sequence of points. |
| B1 | Communicative language competences | Pragmatic competence | Coherence and cohesion | Can link a series of shorter, discrete simple elements into a connected, linear sequence of points. |
| B1 | Communicative language competences | Pragmatic competence | Coherence and cohesion | Can form longer sentences and link them together using a limited number of cohesive devices, e.g. in a story. |
| B1 | Communicative language competences | Pragmatic competence | Coherence and cohesion | Can make simple, logical paragraph breaks in a longer text. |
| B1 | Communicative language competences | Pragmatic competence | Propositional precision | Can convey simple, straightforward information of immediate relevance, getting across the point they feel is most important. |
| B1 | Communicative language competences | Pragmatic competence | Propositional precision | Can express the main point they want to make comprehensibly. |
| B1 | Communicative language competences | Pragmatic competence | Fluency | Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. |