| Nivel |
Actividad o Competencia |
Tipo de comunicación |
Destreza |
Descriptor |
| B2+ | Communicative language activities | Oral comprehension | Overall oral comprehension | Can understand standard language or a familiar variety, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme [auditory/visual] background noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand. |
| B2+ | Communicative language activities | Oral comprehension | Understanding conversation between other people | Can keep up with an animated conversation between proficient users of the target language. |
| B2+ | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex. |
| B2+ | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can understand the point of view expressed on topics that are of current interest or that relate to their specialised field, provided the talk is delivered in standard language or a familiar variety. |
| B2+ | Communicative language activities | Oral comprehension | Understanding audio (or signed) media and recordings | Can understand recordings in the standard form of the language likely to be encountered in social, professional or academic life and identify viewpoints and attitudes as well as the information content. |
| B2+ | Communicative language activities | Audio-visual comprehension | Watching TV, film and video | Can extract the main points from the arguments and discussions in news and current affairs programmes. |
| B2+ | Communicative language activities | Reading comprehension | Reading for orientation | Can scan quickly through several sources (articles, reports, websites, books, etc.) in parallel, in both their own field and in related fields, and can identify the relevance and usefulness of particular sections for the task at hand. |
| B2+ | Communicative language activities | Reading comprehension | Reading for information and argument | Can obtain information, ideas and opinions from highly specialised sources within their field. |
| B2+ | Communicative language activities | Reading comprehension | Reading for information and argument | Can understand specialised articles outside their field, provided they can use a dictionary occasionally to confirm their interpretation of terminology. |
| B2+ | Communicative language activities | Oral production | Overall oral production | Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail. |
| B2+ | Communicative language activities | Oral production | Sustained monologue: giving information | Can communicate complex information and advice on the full range of matters related to their occupational role. |
| B2+ | Communicative language activities | Oral production | Sustained monologue: putting a case (e.g. in a debate) | Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail. |
| B2+ | Communicative language activities | Oral production | Addressing audiences | Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. |
| B2+ | Communicative language activities | Oral production | Addressing audiences | Can depart spontaneously from a prepared text and follow up interesting points raised by members of the audience, often showing remarkable fluency and ease of expression. |
| B2+ | Communicative language activities | Written production | Creative writing | Can give 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. |
| B2+ | Communicative language activities | Written production | Reports and essays | Can produce an essay or report which develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail. |
| B2+ | Communicative language activities | Written production | Reports and essays | Can produce a detailed description of a complex process. |
| B2+ | Communicative language activities | Written production | Reports and essays | Can evaluate different ideas or solutions to a problem. |
| B2+ | Communicative language strategies | | Planning | Can, in preparing for a potentially complicated or awkward situation, plan what to say in the event of different reactions, reflecting on what expression would be appropriate. |
| B2+ | Communicative language strategies | | Compensating | Can use circumlocution and paraphrase to cover gaps in vocabulary and structure. |
| B2+ | Communicative language strategies | | Monitoring and repair | Can often retrospectively self-correct their occasional “slips” or non-systematic errors and minor flaws in sentence structure. |
| B2+ | Communicative language activities | Oral interaction | Overall oral interaction | Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what they want to say, adopting a level of formality appropriate to the circumstances. |
| B2+ | Communicative language activities | Oral interaction | Conversation | Can establish a relationship with interlocutors through sympathetic questioning and expressions of agreement plus, if appropriate, comments about third parties or shared conditions. |
| B2+ | Communicative language activities | Oral interaction | Conversation | Can indicate reservations and reluctance, state conditions when agreeing to requests or granting permission, and ask for understanding of their own position. |
| B2+ | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can keep up with an animated discussion between proficient users of the target language. |
| B2+ | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can express their ideas and opinions with precision, and present and respond to complex lines of argument convincingly. |
| B2+ | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can keep up with an animated discussion, identifying accurately arguments supporting and opposing points of view. |
| B2+ | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can use appropriate technical terminology when discussing their area of specialisation with other specialists. |
| B2+ | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can express their ideas and opinions with precision, and present and respond to complex lines of argument convincingly. |
| B2+ | Communicative language activities | Oral interaction | Obtaining goods and services | Can cope linguistically to negotiate a solution to a dispute like an undeserved traffic ticket, financial responsibility for damage in a flat, or blame regarding an accident. |
| B2+ | Communicative language activities | Oral interaction | Obtaining goods and services | Can outline a case for compensation, using persuasive language to demand satisfaction and state clearly the limits to any concession they are prepared to make. |
| B2+ | Communicative language activities | Oral interaction | Information exchange | Can understand and exchange complex information and advice on the full range of matters related to their occupational role. |
| B2+ | Communicative language activities | Oral interaction | Information exchange | Can use appropriate technical terminology when exchanging information or discussing their area of specialisation with other specialists. |
| B2+ | Communicative language activities | Oral interaction | Interviewing and being interviewed | Can carry out an effective, fluent interview, departing spontaneously from prepared questions, following up and probing interesting replies. |
| B2+ | Communicative language activities | Written interaction | Correspondence | Can maintain a relationship through personal correspondence using the language fluently and effectively to give detailed descriptions of experiences, pose sympathetic questions and follow up issues of mutual interest. |
| B2+ | Communicative language activities | Written interaction | Correspondence | Can in most cases understand idiomatic expressions and colloquialisms in correspondence and other communications and use the most common ones themselves as appropriate to the situation. |
| B2+ | Communicative language activities | Written interaction | Correspondence | Can compose formal correspondence such as letters of enquiry, request, application and complaint using appropriate register, structure and conventions. |
| B2+ | Communicative language activities | Written interaction | Correspondence | Can compose a forceful but polite letter of complaint, including supporting details and a statement of the desired outcome. |
| B2+ | Communicative language activities | Online interaction | Online conversation and discussion | Can engage in online exchanges, linking their contributions to previous ones in the thread, understanding cultural implications and reacting appropriately. |
| B2+ | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can take a lead role in online collaborative work within their area(s) of expertise, keeping the group on task by reminding it of roles, responsibilities and deadlines in order to achieve established goals. |
| B2+ | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can engage in online collaborative or transactional exchanges within their area(s) of expertise that require negotiation of conditions and explanation of complicated details and special requirements. |
| B2+ | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can deal with misunderstandings and unexpected problems that arise in online collaborative or transactional exchanges by responding politely and appropriately in order to help resolve the issue. |
| B2+ | Communicative language strategies | | Co-operating | Can give feedback on and follow up statements and inferences and so help the development of the discussion. |
| B2+ | Communicative language strategies | | Co-operating | Can summarise and evaluate the main points of discussion on matters within their academic or professional competence. |
| B2+ | Communicative language strategies | | Asking for clarification | Can ask follow-up questions to check that they have understood what someone intended to say, and get clarification of ambiguous points. |
| B2+ | Communicative language activities | | Overall mediation | Can establish a supportive environment for sharing ideas and facilitate discussion of delicate issues, showing appreciation of different perspectives, encouraging people to explore issues and adjusting sensitively the way they express things. Can build on others’ ideas, making suggestions for ways forward. Can convey the main content of well-structured but long and propositionally complex texts on subjects within their fields of professional, academic and personal interest, clarifying the opinions and purposes of speakers/signers. |
| B2+ | Communicative language activities | Mediating a text | Relaying specific information in speech or sign | Can relay (in Language B) which presentations given (in Language A) at a conference or which articles in a book (in Language A) are particularly relevant for a specific purpose. |
| B2+ | Communicative language activities | Mediating a text | Relaying specific information in writing | Can relay in writing (in Language B) which presentations at a conference (given in Language A) were relevant, pointing out which would be worth detailed consideration. |
| B2+ | Communicative language activities | Mediating a text | Relaying specific information in writing | Can relay in writing (in Language B) the relevant point(s) contained in propositionally complex but well-structured texts (in Language A) within their fields of professional, academic and personal interest. |
| B2+ | Communicative language activities | Mediating a text | Relaying specific information in writing | Can relay in writing (in Language B) the relevant point(s) contained in an article (in Language A) from an academic or professional journal. |
| B2+ | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise clearly in well-structured language (in Language B) the information and arguments contained in complex texts (in Language A) on a wide range of subjects related to their fields of interest and specialisation. |
| B2+ | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise (in Language B) the main points of complex discussions (in Language A), weighing up the different points of view presented. |
| B2+ | Communicative language activities | Mediating a text | Processing text in writing | Can summarise in writing (in Language B) the main content of well-structured but propositionally complex texts (in Language A) on subjects within their fields of professional, academic and personal interest. |
| B2+ | Communicative language activities | Mediating a text | Processing text in writing | Can compare, contrast and synthesise in writing (in Language B) the information and viewpoints contained in academic and professional publications (in Language A) in their fields of special interest. |
| B2+ | Communicative language activities | Mediating a text | Processing text in writing | Can explain in writing (in Language B) the viewpoint articulated in a complex text (in Language A), supporting inferences they make with reference to specific information in the original. |
| B2+ | Communicative language activities | Mediating a text | Translating a written text in speech or sign | Can provide oral translation (into Language B) of complex texts (written in Language A) containing information and arguments on subjects within their fields of professional, academic and personal interest. |
| B2+ | Communicative language activities | Mediating a text | Translating a written text in writing | Can produce clearly organised translations (from Language A into Language B) that reflect normal language usage but may be over-influenced by the order, paragraphing, punctuation and particular formulations of the original. |
| B2+ | Communicative language activities | Mediating concepts | Facilitating collaborative interaction with peers | Can, based on people’s reactions, adjust the way they formulate questions and/or intervene in a group interaction. |
| B2+ | Communicative language activities | Mediating concepts | Facilitating collaborative interaction with peers | Can act as rapporteur in a group discussion, noting ideas and decisions, discussing these with the group and later giving a summary of the group’s view(s) in a plenary. |
| B2+ | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can highlight the main issue that needs to be resolved in a complex task and the important aspects that need to be taken into account. |
| B2+ | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can contribute to collaborative decision making and problem solving, expressing and co-developing ideas, explaining details and making suggestions for future action. |
| B2+ | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can help organise the discussion in a group by reporting what others have said, summarising, elaborating and weighing up different points of view. |
| B2+ | Communicative language activities | Mediating concepts | Managing interaction | Can organise and manage collaborative group work efficiently. |
| B2+ | Communicative language activities | Mediating concepts | Managing interaction | Can monitor individual and group work non-intrusively, intervening to set a group back on task or to ensure even participation. |
| B2+ | Communicative language activities | Mediating concepts | Managing interaction | Can intervene supportively in order to focus people’s attention on aspects of the task by asking targeted questions and inviting suggestions. |
| B2+ | Communicative language activities | Mediating concepts | Encouraging conceptual talk | Can encourage members of a group to describe and elaborate on their thinking. |
| B2+ | Communicative language activities | Mediating concepts | Encouraging conceptual talk | Can encourage members of a group to build on one another’s information and ideas to come up with a concept or solution. |
| B2+ | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can exploit knowledge of sociocultural conventions in order to establish a consensus on how to proceed in a particular situation that is unfamiliar to everyone involved. |
| B2+ | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can, in intercultural encounters, demonstrate appreciation of perspectives other than that of their own worldview, and express themselves in a way appropriate to the context. |
| B2+ | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can clarify misunderstandings and misinterpretations during intercultural encounters, suggesting how things were actually meant in order to clear the air and move the discussion forward. |
| B2+ | Communicative language activities | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | Can mediate (between Language A and Language B) conveying detailed information, drawing the attention of both sides to background information and sociocultural cues, and posing clarification and follow-up questions or statements as necessary. |
| B2+ | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can elicit possible solutions from parties in disagreement in order to help them to reach consensus, formulating open-ended, neutral questions to minimise embarrassment or offence. |
| B2+ | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can help the parties in a disagreement better understand each other by restating and reframing their positions more clearly and by prioritising needs and goals. |
| B2+ | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can formulate a clear and accurate summary of what has been agreed and what is expected from each of the parties. |
| B2+ | Communicative language strategies | Strategies to explain a new concept | Linking to previous knowledge | Can clearly explain the connections between the goals of the session and the personal or professional interests and experiences of the participant(s). |
| B2+ | Communicative language strategies | Strategies to explain a new concept | Adapting language | Can explain technical topics within their field, using suitably non-technical language for a recipient who does not have specialist knowledge. |
| B2+ | Communicative language strategies | Strategies to explain a new concept | Adapting language | Can make a specific, complex piece of information in their field clearer and more explicit for others by paraphrasing it in simpler language. |
| B2+ | Communicative language strategies | Strategies to explain a new concept | Breaking down complicated information | Can make a complicated issue easier to understand by presenting the components of the argument separately. |
| B2+ | Communicative language strategies | Strategies to simplify a text | Amplifying a dense text | Can make the content of a text on a subject in their fields of interest more accessible to a target audience by adding examples, reasoning and explanatory comments. |
| B2+ | Communicative language strategies | Strategies to simplify a text | Streamlining a text | Can simplify a source text by excluding non-relevant or repetitive information and taking into consideration the intended audience. |
| B2+ | Communicative language competences | Linguistic competence | General linguistic range | Can express themselves clearly without much sign of having to restrict what they want to say. |
| B2+ | Communicative language competences | Linguistic competence | Vocabulary range | Can understand and use the main technical terminology of their field, when discussing their area of specialisation with other specialists. |
| B2+ | Communicative language competences | Linguistic competence | Grammatical accuracy | Good grammatical control; occasional “slips” or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. |
| B2+ | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can with some effort keep up with and contribute to group discussions even when talk is fast and colloquial. |
| B2+ | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can recognise and interpret sociocultural/sociolinguistic cues and consciously modify their linguistic forms of expression in order to express themselves appropriately in the situation. |
| B2+ | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can express themselves confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned. |
| B2+ | Communicative language competences | Pragmatic competence | Flexibility | Can adjust what they say and the means of expressing it to the situation and the recipient and adopt a level of formality appropriate to the circumstances. |
| B2+ | Communicative language competences | Pragmatic competence | Thematic development | Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail. |
| B2+ | Communicative language competences | Pragmatic competence | Thematic development | Can present and respond to complex lines of argument convincingly. |
| B2+ | Communicative language competences | Pragmatic competence | Coherence and cohesion | Can use a variety of linking expressions efficiently to mark clearly the relationships between ideas. |
| B2+ | Communicative language competences | Pragmatic competence | Fluency | Can communicate spontaneously, often showing remarkable fluency and ease of expression in even longer complex stretches of language. |