| CEFR LEVEL | L1 General competence | L2 Communicative language competence | L3 Communicative language activity | L4 Communicative language strategy | L5 Function | DESCRIPTOR |
|---|---|---|---|---|---|---|
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can understand some words and expressions when people are talking about him/herself, family, school, hobbies or surroundings, provided they are talking slowly and clearly. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can understand words and short sentences when listening to a simple conversation (eg between a customer and a salesperson in a shop), provided that people talk very slowly and very clearly. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can understand in outline very simple information being explained in a predictable situation like a guided tour, provided that speech is very slow and clear and that there are long pauses from time to time. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand instructions addressed carefully and slowly to him/her and follow short, simple directions. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand when someone tells him/her slowly and clearly where something is, provided the object is in the immediate environment. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand figures, prices and times given slowly and clearly in an announcement by loudspeaker, eg at a railway station or in a shop. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | Can pick out concrete information (eg places and times) from short audio recordings on familiar everyday topics, provided they are delivered very slowly and clearly. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Overall reading comprehension | Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand short, simple messages on postcards. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand short, simple messages sent via social media or email (eg proposing what to do, when and where to meet). |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can understand store guides (information on which floors departments are on) and directions (eg to where to find lifts). |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can understand basic hotel information, eg times when meals are served. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can find and understand simple, important information in advertisements, in programmes for special events, in leaflets and brochures (eg what is proposed, costs, the date and place of the event, departure times etc). |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand short texts on subjects of personal interest (eg news flashes about sports, music, travel, or stories etc) written with simple words and supported by illustrations and pictures. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can follow short, simple written directions (eg to go from X to Y). |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can understand short, illustrated narratives about everyday activities that are written in simple words. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can understand in outline short texts in illustrated stories, provided that the images help him/her to guess a lot of the content. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | Watching tv, film and video | Can recognise familiar words and phrases and identify the topics in headline news summaries and many of the products in advertisements, by exploiting visual information and general knowledge. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can deduce the meaning of an unknown word for a concrete action or object, provided the surrounding text is very simple, and on a familiar everyday subject. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Overall spoken production | Can produce simple mainly isolated phrases about people and places. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can describe him/herself, what he/she does and where he/she lives. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can describe simple aspects of his/her everyday life in a series of simple sentences, using simple words and basic phrases, provided he/she can prepare in advance. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: giving information | Can give a simple description of an object or picture while showing it to others using basic words, phrases and formulaic expressions, provided he/she can prepare in advance. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Public announcements | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can read a very short, rehearsed statement - eg to introduce a speaker, propose a toast. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Overall written production | Can give information in writing about matters of personal relevance (eg likes and dislikes, family, pets) using simple words and basic expressions. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Overall written production | Can write simple isolated phrases and sentences. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write simple phrases and sentences about themselves and imaginary people, where they live and what they do. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can describe in very simple language what a room looks like. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can use simple words and phrases to describe certain everyday objects (eg the colour of a car, whether it is big or small). |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Planning | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Compensating | Can use gesture to support simple words in expressing a need. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Monitoring and repair | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Understanding an interlocutor | Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Understanding an interlocutor | Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can take part in a simple conversation of a basic factual nature on a predictable topic, eg his/her home country, family, school. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can make an introduction and use basic greeting and leave-taking expressions. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can ask how people are and react to news. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can exchange likes and dislikes for sports, foods, etc, using a limited repertoire of expressions, when addressed clearly, slowly and directly. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can act on basic instructions that involve times, locations, numbers etc. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can ask people for things, and give people things. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can ask people for things and give people things. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can ask for food and drink using basic expressions. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can handle numbers, quantities, cost and time. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask and answer questions about themselves and other people, where they live, people they know, things they have. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can indicate time by such phrases as next week, last Friday, in November, three o'clock. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can express numbers, quantities and cost in a limited way. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can name the colour of clothes or other familiar objects and can ask the colour of such objects. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can reply in an interview to simple direct questions spoken very slowly and clearly in direct non-idiomatic speech about personal details. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can state in simple language the nature of a problem to a health professional and answer simple questions such as 'Does that hurt?' even though he/she has to rely on gestures and body language to reinforce the message. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Overall written interaction | Can ask for or pass on personal details in written form. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write messages and online postings as a series of very short sentences about hobbies and likes/dislikes, using simple words and formulaic expressions, with reference to a dictionary. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write a short, simple postcard. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write a short, very simple message (eg a text message) to friends to give them a piece of information or to ask them a question. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Notes, messages and forms | Can write numbers and dates, own name, nationality, address, age, date of birth or arrival in the country etc such as on a hotel registration form. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Notes, messages and forms | Can leave a simple message giving information on eg where he/she has gone, what time he/she will be back. (eg 'Shopping: back at 5 p.m.'). |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can write very simple messages and personal online postings as a series of very short sentences about hobbies, likes/dislikes, etc, relying on the aid of a translation tool. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can use formulaic expressions and combinations of simple words to post short positive and negative reactions to simple online postings and their embedded links and media, and can respond to further comments with standard expressions of thanks and apology. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can complete a very simple online purchase or application, providing basic personal information (such as name, e-mail address or telephone number). |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | Can indicate with words, intonation and gestures that he/she does not understand. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | Can express in a simple way that he/she does not understand. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can use simple words and non-verbal signals to show interest in an idea. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can convey simple, predictable information of immediate interest given in short, simple signs and notices, posters and programmes. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can relay (in Language B) simple, predictable information about times and places given in short, simple statements (spoken in Language A). |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in writing | Can list (in Language B) names, numbers, prices and very simple information of immediate interest (given in Language A), provided that the speaker articulates very slowly and clearly, with repetition. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in speech (eg in graphs, diagrams, charts etc) | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in writing (eg in graphs, diagrams, charts etc) | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can convey (in Language B) simple, predictable information given in short, very simple signs and notices, posters and programmes (written in Language A). |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can, with the help of a dictionary, render in (Language B) simple phrases written in (Language A), but may not always select the appropriate meaning. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can copy out single words and short texts presented in standard printed format. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in speech | Can provide a simple, rough spoken translation into (Language B) of simple, everyday words and phrases written in (Language A) that are encountered on signs and notices, posters, programmes, leaflets etc |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in writing | Can, with the help of a dictionary, translate simple words and phrases from (Language A) into (Language B), but may not always select the appropriate meaning. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can use simple words and phrases to say how a work made him/her feel. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | Can invite others' contributions to very simple tasks using short, simple phrases. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | Can indicate that he/she understands and ask whether others understand. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | Can express an idea with very simple words and ask what others think. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can use simple isolated words and non-verbal signals to show interest in an idea. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can facilitate an intercultural exchange by showing welcome and interest with simple words and non-verbal signals, by inviting others to speak and by indicating whether he/she understands when addressed directly. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Acting as intermediary in informal situations (with friends and colleagues) | Can communicate (in Language B) other people's personal details and very simple, predictable information available (in Language A), provided other people help with formulation. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can recognise when speakers disagree or when someone has a problem and can use memorised simple words and phrases (eg 'I understand' 'Are you okay?' to indicate sympathy. |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Linking to previous knowledge | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Adapting language | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Breaking down complicated information | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Amplifying a dense text | No descriptors available |
| A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Streamlining a text | No descriptors available |
| A1 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Has a very basic range of simple expressions about personal details and needs of a concrete type. |
| A1 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Can use some basic structures in one-clause sentences with some omission or reduction of elements. |
| A1 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Has a basic vocabulary repertoire of words and phrases related to particular concrete situations. |
| A1 | Communicative Language Competences | Linguistic | Grammatical accuracy | NA | NA | Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire. |
| A1 | Communicative Language Competences | Linguistic | Vocabulary control | NA | NA | No descriptors available |
| A1 | Communicative Language Competences | Linguistic | Phonological Control | Overall phonological control | NA | Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by interlocutors used to dealing with speakers of the language group concerned. |
| A1 | Communicative Language Competences | Linguistic | Phonological Control | Overall phonological control | NA | Can reproduce correctly a limited range of sounds as well as the stress on simple, familiar words and phrases. |
| A1 | Communicative Language Competences | Linguistic | Phonological Control | Sound articulation | NA | Can reproduce sounds in the target language if carefully guided. |
| A1 | Communicative Language Competences | Linguistic | Phonological Control | Sound articulation | NA | Can articulate a limited number of sounds, so that speech is only intelligible if the interlocutor provides support (eg by repeating correctly and by eliciting repetition of new sounds). |
| A1 | Communicative Language Competences | Linguistic | Phonological Control | Prosodic features | NA | Can use the prosodic features of a limited repertoire of simple words and phrases intelligibly, in spite of a very strong influence on stress, rhythm, and/or intonation from other language(s) he/she speaks; his/her interlocutor needs to be collaborative. |
| A1 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | Can copy familiar words and short phrases eg simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly. |
| A1 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | Can spell his/her address, nationality and other personal details. |
| A1 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | Can use basic punctuation (eg full stops, question marks). |
| A1 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry etc |
| A1 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | No descriptors available |
| A1 | Communicative Language Competences | Pragmatic | Turntaking | NA | NA | No descriptors available |
| A1 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | No descriptors available |
| A1 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can link words or groups of words with very basic linear connectors like 'and' or 'then'. |
| A1 | Communicative Language Competences | Pragmatic | Propositional precision | NA | NA | Can communicate basic information about personal details and needs of a concrete type in a simple way. |
| A1 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication. |
| A1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can produce correct mouth shapes and employ them to differentiate between otherwise identical signs. |
| A1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can spell names and technical expressions, among other things, using the finger alphabet. |
| A1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can describe physical shape (height, width, length). |
| A1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can sign direct requests. |
| A1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can sign conventional greetings and leave taking expressions. |
| A1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can describe a person from facial expressions, hair and physical characteristics or through things the person often wears. |
| A1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can produce clear and unambiguous hand shapes. |
| A1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can indicate the lexical signs for months, days of the week and times of the day. |
| A1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can state his/her opinion (AGREE; DISAGREE). |
| A1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can use personal pronouns correctly. |
| A1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can construct simple sentences with SVO and SOV patterns. |
| A1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can represent the thickness of an object by using mimic. |
| A1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can construct a simple sentence with lexical signing. |
| A1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can form the plural with simple signs (with numbers, through repetition). |
| A1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | No descriptors available. |
| A1 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | No descriptors available. |
| A1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can position him/herself so that the signing is easily visible to the recipients. |
| A1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can express emotional states just with mimic (without the use of manual signs). |
| A1 | Signing Competences | Pragmatic | Signing fluency | NA | NA | No descriptors available. |
| A1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can greet a deaf person appropriately. |
| A1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can employ different strategies in order to establish the eye contact necessary for communication (touching, winking, tapping the table, turning off and on lighting). |
| A1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can attract attention in order to acquire the turn (eg by raising a hand, touching). |
| A1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can maintain direct eye contact with his interlocutor. |
| A1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can use the finger alphabet as an aid when communication problems occur. |
| A1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can give his/her interlocutor visual feedback through codified signing (eg 'PFF'). |
| A1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can give his/her interlocutor visual feedback (positive and negative) with mimic. |
| A1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can respond appropriately to a "Thank you," (eg with "You're welcome"). |
| A1 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can recognise differing ways of numbering, measuring distance, telling the time, etc even though he/she may have difficulty applying this in even simple everyday transactions of a concrete type. |
| A1 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | Can recognise internationalisms and words common to different languages (eg Haus/hus/house) to: -deduce the meaning of simple signs and notices; -identify the probable message of a short, simple, written text; -follow in outline short, simple social exchanges conducted very slowly and clearly in his/her presence.- deduce what people are trying to say directly to him/her, provided they speak very slowly and clearly, with repetition if necessary. |
| A1 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can use a very limited repertoire in different languages to conduct a very basic, concrete, everyday transaction with a collaborative interlocutor. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can generally identify the topic of discussion around him/her that is conducted slowly and clearly. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can recognise when speakers agree and disagree in a conversation conducted slowly and clearly. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can follow in outline short, simple social exchanges, conducted very slowly and clearly. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can follow the general outline of a demonstration or presentation on a familiar or predictable topic, where the message is expressed slowly and clearly in simple language and there is visual support (eg slides, handouts). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can follow a very simple, well-structured presentation or demonstration, provided that it is illustrated with slides, concrete examples or diagrams, it is delivered slowly and clearly with repetition and the topic is familiar. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can understand the outline of simple information given in a predictable situation, such as on a guided tour, eg 'This is where the President lives.' |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand and follow a series of instructions for familiar, everyday activities such as sports, cooking, etc provided they are delivered slowly and clearly. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand straightforward announcements (eg a telephone recording or radio announcement of a cinema programme or sports event, an announcement that a train has been delayed, or messages announced by loudspeaker in a supermarket), provided the delivery is slow and clear. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can catch the main point in short, clear, simple messages and announcements. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand simple directions relating to how to get from X to Y, by foot or public transport. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand basic instructions on times, dates and numbers etc, and on routine tasks and assignments to be carried out. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | Can understand the most important information contained in short radio commercials concerning goods and services of interest (eg CDs, video games, travel, etc). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | Can understand in a radio interview what people say they do in their free time, what they particularly like doing and what they do not like doing, provided that they speak slowly and clearly. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | Can understand and extract the essential information from short, recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | Can extract important information from short radio broadcasts, such as the weather forecast, concert announcements or sports results, provided that people talk clearly. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | Can understand the important points of a story and manage to follow the plot, provided the story is told slowly and clearly. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Overall reading comprehension | Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job- related language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Overall reading comprehension | Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand a simple personal letter, email or post in which the person writing is talking about familiar subjects (such as friends or family) or asking questions on these subjects. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation etc) on familiar topics. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand short simple personal letters. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand very simple formal emails and letters (eg confirmation of a booking or on-line purchase). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can find specific information in practical, concrete, predictable texts (eg travel guidebooks, recipes), provided they are written in simple language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can understand the main information in short and simple descriptions of goods in brochures and websites (eg portable digital devices, cameras, etc). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can locate specific information in lists and isolate the information required (eg use the 'Yellow Pages' to find a service or tradesman). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can understand everyday signs and notices etc in public places, such as streets, restaurants, railway stations, in workplaces, such as directions, instructions, hazard warnings. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can follow the general outline of a news report on a familiar type of event, provided that the contents are familiar and predictable. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can pick out the main information in short newspaper reports or simple articles in which figures, names, illustrations and titles play a prominent role and support the meaning of the text. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand the main points of short texts dealing with everyday topics (eg lifestyle, hobbies, sports, weather). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand texts describing people, places, everyday life, and culture, etc, provided that they are written in simple language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand information given in illustrated brochures and maps, eg the principal attractions of a city or area. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand the main points in short news items on subjects of personal interest (eg sport, celebrities). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand a short factual description or report within his/her own field, provided that it is written in simple language and does not contain unpredictable detail. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand most of what people say about themselves in a personal ad or post and what they say they like in other people. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can understand regulations, for example safety, when expressed in simple language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can understand short written instructions illustrated step by step (eg for installing new technology). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can understand simple instructions on equipment encountered in everyday life - such as a public telephone. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can understand simple, brief instructions provided that they are illustrated and not written in continuous text. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can understand instructions on medicine labels expressed as a simple command eg 'Take before meals' or 'Do not take if driving. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can follow a simple recipe, especially if there are pictures to illustrate the most important steps. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can understand enough to read short, simple stories and comic strips involving familiar, concrete situations written in high frequency everyday language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can understand the main points made in short magazine reports or guide entries that deal with concrete everyday topics (eg hobbies, sports, leisure activities, animals). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can understand short narratives and descriptions of someone's life that are written in simple words. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can understand what is happening in a photo story (eg in a lifestyle magazine) and form an impression of what the characters are like. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can understand much of the information provided in a short description of a person (eg a celebrity). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can understand the main point of a short article reporting an event that follows a predictable pattern (eg the Oscars), provided it is clearly written in simple language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | Watching tv, film and video | Can identify the main point of TV news items reporting events, accidents etc where the visual supports the commentary. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | Watching tv, film and video | Can follow a TV commercial or a trailer for or scene from a film, understanding what the actors are talking about, provided that the images are a great help in understanding and the delivery is clear and relatively slow. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | Watching tv, film and video | Can follow changes of topic of factual TV news items, and form an idea of the main content. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words from the context. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can exploit his/her recognition of known words to deduce the meaning of unfamiliar words in short expressions used in routine everyday contexts. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can exploit format, appearance and typographic features in order to identify the type of text: news story, promotional text, article, textbook, chat or forum etc. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can exploit numbers, dates, names, proper nouns etcto identify the topic of a text. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can deduce the meaning and function of unknown formulaic expressions from their position in a written text (eg at the beginning or end of a letter). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Overall spoken production | Can give a simple description or presentation of people, living or working conditions, daily routines. likes/dislikes etc as a short series of simple phrases and sentences linked into a list. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can tell a story or describe something in a simple list of points. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can describe everyday aspects of his/her environment eg people, places, a job or study experience. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can give short, basic descriptions of events and activities. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can describe plans and arrangements, habits and routines, past activities and personal experiences. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can use simple descriptive language to make brief statements about and compare objects and possessions. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can explain what he/she likes or dislikes about something. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can describe his/her family, living conditions, educational background, present or most recent job. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can describe people, places and possessions in simple terms. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can say what he/she is good at and not so good at (eg sports, games, skills, subjects). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can briefly talk about what he/she plans to do at the weekend or during the holidays. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: giving information | Can give simple directions from place to place, using basic expressions such as 'turn right' and 'go straight' along with sequential connectorssuch as 'first,' 'then,' and 'next.' |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can explain what she likes or dislikes about something, why he/she prefers one thing to another, making simple, direct comparisons. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can present his/her opinion in simple terms, provided listeners are patient. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Public announcements | Can deliver very short, rehearsed announcements of predictable, learnt content which are intelligible to listeners who are prepared to concentrate. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can give a short, rehearsed presentation on a topic pertinent to his/her everyday life, briefly give reasons and explanations for opinions, plans and actions. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can cope with a limited number of straightforward follow up questions. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can give a short, rehearsed, basic presentation on a familiar subject. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can answer straightforward follow up questions if he/she can ask for repetition and if some help with the formulation of his/her reply is possible. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Overall written production | Can write a series of simple phrases and sentences linked with simple connectors like 'and,' 'but' and 'because'. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write about everyday aspects of his/her environment eg people, places, a job or study experience in linked sentences. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write very short, basic descriptions of events, past activities and personal experiences. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can tell a simple story (eg about events on a holiday or about life in the distant future). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write a series of simple phrases and sentences about their family, living conditions, educational background, present or most recent job. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write short, simple imaginary biographies and simple poems about people. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write diary entries that describe activities (eg daily routine, outings, sports, hobbies), people and places,using basic, concrete vocabulary and simple phrases and sentences with simple connectives like 'and,' 'but' and 'because'. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write an introduction to a story or continue a story, provided he/she can consult a dictionary and references (eg tables of verb tenses in a course book). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can write simple texts on familiar subjects of interest, linking sentences with connectors like 'and,' 'because,' or 'then.' |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can give his/her impressions and opinions in writing about topics of personal interest (eg lifestyles and culture, stories), using basic everyday vocabulary and expressions. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Planning | Can recall and rehearse an appropriate set of phrases from his/her repertoire. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Compensating | Can use an inadequate word from his/her repertoire and use gesture to clarify what he/she wants to say. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Compensating | Can identify what he/she means by pointing to it (eg 'I'd like this, please'). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Monitoring and repair | No descriptors available |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Understanding an interlocutor | Can understand enough to manage simple, routine exchanges without undue effort. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Understanding an interlocutor | Can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Understanding an interlocutor | Can understand what is said clearly, slowly and directly to him/her in simple everyday conversation; can be made to understand, if the speaker can take the trouble. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can establish social contact: greetings and farewells; introductions; giving thanks. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can participate in short conversations in routine contexts on topics of interest. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can express how he/she feels in simple terms, and express thanks. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can ask for a favour (eg to lend something), can offer a favour and can respond if someone asks him/her to do a favour for them. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of his/her own accord, though he/she can be made to understand if the speaker will take the trouble. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can use simple everyday polite forms of greeting and address. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can chat in simple language with peers, colleagues or members of a host family, asking questions and understanding the answers relating to most routine matters. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can make and respond to invitations, suggestions and apologies. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can express how he/she is feeling using very basic stock expressions. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can say what he/she likes and dislikes. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can generally identify the topic of discussion around him/her which is conducted slowly and clearly. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can exchange opinions and compare things and people using simple language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can discuss what to do in the evening, at the weekend. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can make and respond to suggestions. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can agree and disagree with others. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can discuss what to do, where to go and make arrangements to meet. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can express opinions in a limited way. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can generally follow changes of topic in formal discussion related to his/her field which is conducted slowly and clearly. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can exchange relevant information and give his/her opinion on practical problems when asked directly, provided he/she receives some help with formulation and can ask for repetition of key points if necessary. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can say what he/she thinks about things when addressed directly in a formal meeting, provided he/she can ask for repetition of key points if necessary. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can understand enough to manage simple, routine tasks without undue effort, asking very simply for repetition when he/she does not understand. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can discuss what to do next, making and responding to suggestions, asking for and giving directions. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can indicate when he/she is following and can be made to understand what is necessary, if the speaker takes the trouble. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can communicate in simple and routine tasks using simple phrases to ask for and provide things, to get simple information and to discuss what to do next. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can deal with common aspects of everyday living such as travel, lodgings, eating and shopping. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can interact in predictable everyday situations (eg a post office, a station, a shop), using a wide range of simple words and expressions. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can get all the information needed from a tourist office, as long as it is of a straightforward, non-specialised nature. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can ask for and provide everyday goods and services. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can get simple information about travel, use public transport: buses, trains, and taxis, ask and give directions, and buy tickets. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can ask about things and make simple transactions in shops, post offices or banks. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can give and receive information about quantities, numbers, prices etc. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can make simple purchases by stating what is wanted and asking the price. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can order a meal. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can say when something is wrong, eg 'The food is cold' or 'There is no light in my room.' |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can ask (face-to-face) for a medical appointment and understand the reply. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can indicate the nature of a problem to a health professional, perhaps using gestures and body language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can understand enough to manage simple, routine exchanges without undue effort. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can deal with practical everyday demands: finding out and passing on straightforward factual information. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask and answer questions about habits and routines. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask and answer questions about pastimes and past activities. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask and answer questions about plans and intentions. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can give and follow simple directions and instructions eg explain how to get somewhere. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can communicate in simple and routine tasks requiring a simple and direct exchange of information. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can exchange limited information on familiar and routine operational matters. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask and answer questions about what they do at work and in free time. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask for and give directions referring to a map or plan. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask for and provide personal information. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask and answer simple questions about an event, eg ask where and when it took place, who was there and what it was like. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can make him/herself understood in an interview and communicate ideas and information on familiar topics, provided he/she can ask for clarification occasionally, and is given some help to express what he/she wants to. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can describe to a doctor very basic symptoms and ailments such as cold and flu. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can answer simple questions and respond to simple statements in an interview. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can indicate in simple language the nature of a problem to a health professional, perhaps using gestures and body language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | Can use telecommunications with his/her friends to exchange simple news, make plans, and arrange to meet. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | Can, given repetition and clarifications, participate in a short, simple phone conversation with a known person on a predictable topic, eg arrival times, arrangements to meet. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | Can understand a simple phone message (eg 'My flight is late.I will arrive at ten o'clock.'), confirm details of the message and pass it on by phone to other people concerned. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Overall written interaction | Can write short, simple formulaic notes relating to matters in areas of immediate need. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can exchange information by text message, e-mail or in short letters, responding to questions the other person had (eg about a new product or activity). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can convey personal information of a routine nature, for example in a short email or letter introducing him/herself. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write very simple personal letters expressing thanks and apology. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write short, simple notes, emails and text messages (eg to send or reply to an invitation, to confirm or change an arrangement). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write a short text in a greetings card (eg for someone's birthday or to wish them a Happy New Year). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Notes, messages and forms | Can take a short, simple message provided he/she can ask for repetition and reformulation. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Notes, messages and forms | Can write short, simple notes and messages relating to matters in areas of immediate need. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Notes, messages and forms | Can fill in personal and other details on most everyday forms, eg to request a visa or visa waiver, to open a bank account, to send a letter recorded delivery, etc |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can introduce him/herself and manage simple exchanges online, asking and answering questions and exchanging ideas on predictable everyday topics, provided enough time is allowed to formulate responses, and that he/she interacts with one interlocutor at a time. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can make short descriptive online postings about everyday matters, social activities and feelings, with simple key details. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can comment on other people's online postings, provided that they are written in simple language, reacting to embedded media by expressing feelings of surprise, interest and indifference in a simple way. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can engage in basic social communication online (eg writing a simple message on a virtual card for a special occasion, sharing news and making/confirming arrangements to meet). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can make brief positive or negative comments online about embedded links and media using a repertoire of basic language, though he/she will generally have to refer to an online translation tool and other resources. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can use formulaic language to respond to routine problems arising in online transactions (eg concerning availability of models and special offers, delivery dates, addresses, etc). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can interact online with a supportive partner in a simple collaborative task, responding to basic instructions and seeking clarification, provided there are some visual aids such as images, statistics, or graphs to clarify the concepts involved. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can make simple online transactions (such as ordering goods or enrolling on a course) by filling in an online form or questionnaire, providing personal details and confirming acceptance of terms and conditions, declining extra services, etc. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can ask basic questions about the availability of a product or feature. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can respond to simple instructions and ask simple questions in order to accomplish a shared task online with the help of a supportive interlocutor. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | Can use simple techniques to start, maintain, or end a short conversation. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | Can initiate, maintain and close simple, face-to-face conversation. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | Can ask for attention. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | Can indicate when he/she is following. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | Can ask very simply for repetition when he/she does not understand. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | Can ask for clarification about key words or phrases not understood using stock phrases. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | Can say he/she didn't follow. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | Can signal non-understanding and ask for a word to be spelt out. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can play a supportive role in interaction, provided that other participants speak slowly and that one or more of them helps him/her to contribute and to express his/her suggestions. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can convey relevant information contained in clearly structured, short, simple, informational texts, provided that the texts concern concrete, familiar subjects and are formulated in simple everyday language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can use simple words to ask someone to explain something. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can recognise when difficulties occur and indicate in simple language the apparent nature of a problem. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can convey the main point(s) involved in short, simple conversations or texts on everyday subjects of immediate interest provided these are expressed clearly in simple language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can relay (in Language B) the point made in a clear, spoken announcement (made in Language A) concerning familiar everyday subjects, though he/she may have to simplify the message and search for words. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can relay (in Language B) specific, relevant information contained in short, simple texts, labels and notices (written in Language A) on familiar subjects. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can relay (in Language B) the point made in short, clear, simple messages, instructions and announcements, provided these are expressed slowly and clearly in simple language (in Language A). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can relay (in Language B) in a simple way a series of short, simple instructions provided the original speech (in Language A) is clearly and slowly articulated. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in writing | Can relay in writing (in Language B) specific information contained in short simple informational texts (written in Language A), provided the texts concern concrete, familiar subjects and are written in simple everyday language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in writing | Can list (in Language B) the main points of short, clear, simple messages and announcements (given in Language A) provided that speech is clearly and slowly articulated. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in writing | Can list (in Language B) specific information contained in simple texts (written in Language A) on everyday subjects of immediate interest or need. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in speech (eg in graphs, diagrams, charts etc) | Can interpret and describe (in Language B) simple visuals on familiar topics (eg a weather map, a basic flow chart) (with text in Language A), even though pauses, false starts and reformulation may be very evident in speech. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in speech (eg in graphs, diagrams, charts etc) | No descriptors available |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in writing (eg in graphs, diagrams, charts etc) | No descriptors available |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can report (in Language B) the main points made in simple TV or radio news items (in Language A) reporting events, sports, accidents, etc, provided that the topics concerned are familiar and the delivery is slow and clear. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can report in simple sentences (in Language B) the information contained in clearly structured, short, simple texts (written in Language A) that have illustrations or tables. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise (in Language B) the main point(s) in simple, short informational texts (in Language A) on familiar topics. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can convey (in Language B) the main point(s) contained in clearly structured, short, simple spoken and written texts (in Language A), supplementing his/her limited repertoire with other means (eg gestures, drawings, words from other languages) in order to do so. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can list as a series of bullet points (in Language B) the relevant information contained in short simple texts (in Language A), provided that the texts concern concrete, familiar subjects and are written in simple everyday language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can pick out and reproduce key words and phrases or short sentences from a short text within the learner's limited competence and experience. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can use simple language to render in (Language B) very short texts written in (Language A) on familiar and everyday themes that contain the highest frequency vocabulary; despite errors, the text remains comprehensible. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can copy out short texts in printed or clearly hand-written format. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in speech | Can provide an approximate spoken translation into (Language B) of short, simple everyday texts (eg brochure entries, notices, instructions, letters or emails) written in (Language A). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in speech | Can provide a simple, rough, spoken translation into (Language B) of short, simple texts (eg notices on familiar subjects) written in (Language A), capturing the most essential point. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in speech | Can provide a simple, rough spoken translation into (Language B) of routine information on familiar everyday subjects that is written in simple sentences in (Language A) (eg personal news, short narratives, directions, notices or instructions). |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in writing | Can use simple language to provide an approximate translation from (Language A) into (Language B) of very short texts on familiar and everyday themes that contain the highest frequency vocabulary; despite errors, the translation remains comprehensible. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | Can make simple notes at a presentation/demonstration where the subject matter is familiar and predictable and the presenter allows for clarification and note-taking. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can express his/her reactions to a work, reporting his/her feelings and ideas in simple language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can say in simple language which aspects of a work especially interested him/her. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can say whether he/she liked a work or not and explain why in simple language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can select simple passages he/she particularly likes from work of literature to use as quotes. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can identify and briefly describe, in basic formulaic language, the key themes and characters in short, simple narratives involving familiar situations that are written in high frequency everyday language. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | Can collaborate in simple, shared tasks, provided that other participants speak slowly and that one or more of them help him/her to contribute and to express his/her suggestions. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | Can collaborate in simple, practical tasks, asking what others think, making suggestions and understanding responses, provided he/she can ask for repetition or reformulation from time to time. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | Can ensure that the person he/she is talking to understands what he/she means by asking appropriate questions. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | Can make simple remarks and pose occasional questions to indicate that he/she is following. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | Can make suggestions in a simple way in order to move the discussion forward. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | Can give very simple instructions to a cooperative group who help with formulation when necessary. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can ask what somebody thinks of a certain idea. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can contribute to an intercultural exchange, using simple words to ask people to explain things and to get clarification of what they say, whilst exploiting his/her limited repertoire to express agreement, to invite, to thank etc |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Acting as intermediary in informal situations (with friends and colleagues) | Can communicate in (Language B) the overall sense of what is said in (Language A) in everyday situations, following basic cultural conventions and conveying the essential information, provided that the speakers articulate clearly in standard language and that he/she can ask for repetition and clarification. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Acting as intermediary in informal situations (with friends and colleagues) | Can communicate in (Language B) the main point of what is said in (Language A) in predictable, everyday situations, conveying back and forth information about personal wants and needs, provided that the speakers help with formulation. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can recognise when speakers disagree or when difficulties occur in interaction and adapt memorised simple phrases to seek compromise and agreement. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Linking to previous knowledge | No descriptors available |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Adapting language | Can repeat the main point of a simple message on an everyday subject, using different words to help someone else understand it. |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Breaking down complicated information | No descriptors available |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Amplifying a dense text | No descriptors available |
| A2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Streamlining a text | Can identify and mark (eg underline, highlight etc) the key sentences in a short, everyday text. |
| A2 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Has a repertoire of basic language, which enables him/her to deal with everyday situations with predictable content, though he/she will generally have to compromise the message and search for words. |
| A2 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. |
| A2 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Can use basic sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc. |
| A2 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Has a limited repertoire of short memorised phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations. |
| A2 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics. |
| A2 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Has a sufficient vocabulary for the expression of basic communicative needs. |
| A2 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Has a sufficient vocabulary for coping with simple survival needs. |
| A2 | Communicative Language Competences | Linguistic | Grammatical accuracy | NA | NA | Uses some simple structures correctly, but still systematically makes basic mistakes - for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say. |
| A2 | Communicative Language Competences | Linguistic | Vocabulary control | NA | NA | Can control a narrow repertoire dealing with concrete everyday needs. |
| A2 | Communicative Language Competences | Linguistic | Phonological Control | Overall phonological control | NA | Pronunciation is generally clear enough to be understood, but conversational partners will need to ask for repetition from time to time. |
| A2 | Communicative Language Competences | Linguistic | Phonological Control | Overall phonological control | NA | A strong influence from other language(s) he/she speaks on stress, rhythm and intonation may affect intelligibility, requiring collaboration from interlocutors. |
| A2 | Communicative Language Competences | Linguistic | Phonological Control | Overall phonological control | NA | Nevertheless, pronunciation of familiar words is clear. |
| A2 | Communicative Language Competences | Linguistic | Phonological Control | Sound articulation | NA | Pronunciation is generally intelligible when communicating in simple everyday situations, provided the interlocutor makes an effort to understand specific sounds. |
| A2 | Communicative Language Competences | Linguistic | Phonological Control | Sound articulation | NA | Systematic mispronunciation of phonemes does not hinder intelligibility, provided the interlocutor makes an effort to recognise and adjust to the influence of the speaker's language background on pronunciation. |
| A2 | Communicative Language Competences | Linguistic | Phonological Control | Prosodic features | NA | Can use the prosodic features of everyday words and phrases intelligibly, in spite of a strong influence on stress, intonation and/or rhythm from other language(s) he/she speaks. |
| A2 | Communicative Language Competences | Linguistic | Phonological Control | Prosodic features | NA | Prosodic features (eg word stress) are adequate for familiar, everyday words and simple utterances. |
| A2 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | Can copy short sentences on everyday subjects - eg directions how to get somewhere. |
| A2 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary. |
| A2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way. |
| A2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can socialise simply but effectively using the simplest common expressions and following basic routines. |
| A2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can handle very short social exchanges, using everyday polite forms of greeting and address. |
| A2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can make and respond to invitations, suggestions, apologies etc |
| A2 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | Can adapt well-rehearsed memorised simple phrases to particular circumstances through limited lexical substitution. |
| A2 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | Can expand learned phrases through simple recombinations of their elements. |
| A2 | Communicative Language Competences | Pragmatic | Turntaking | NA | NA | Can use simple techniques to start, maintain, or end a short conversation. |
| A2 | Communicative Language Competences | Pragmatic | Turntaking | NA | NA | Can initiate, maintain and close simple, face-to-face conversation. |
| A2 | Communicative Language Competences | Pragmatic | Turntaking | NA | NA | Can ask for attention. |
| A2 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can tell a story or describe something in a simple list of points. |
| A2 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can give an example of something in a very simple text using 'like' or 'for example.' |
| A2 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | No descriptors available |
| A2 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can use the most frequently occurring connectors to link simple sentences in order to tell a story or describe something as a simple list of points. |
| A2 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can link groups of words with simple connectors like 'and, 'but' and 'because'. |
| A2 | Communicative Language Competences | Pragmatic | Propositional precision | NA | NA | Can communicate what he/she wants to say in a simple and direct exchange of limited information on familiar and routine matters, but in other situations he/she generally has to compromise the message. |
| A2 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Can make him/herself understood in short contributions, even though pauses, false starts and reformulation are very evident. |
| A2 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Can construct phrases on familiar topics with sufficient ease to handle short exchanges, despite very noticeable hesitation and false starts. |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can use a range of signs. |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can present different aspects of the plot or storyline (eg duration: as in "work through the night". |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can employ examples in order to illustrate something. |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can make the distinction between different things clear. |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can relay information in a short and minimal, yet intelligible way. |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can, with preparation, use the right names and terminology related to the topic at hand. |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can describe a person in terms of their characteristic features. |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can express his/her own opinion. |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can present visually simple information like actions and relationships (eg in the family). |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can sign a direct demand. |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can express an amount/quantity through mimic. |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can express proximity and distance by using appropriate mimic or other non-manual means, for example by, in DGS, using the tongue to express 'round the corner'. |
| A2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can describe the design, colour and texture of clothes. |
| A2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can express the conditions under which one does certain things if ... then). |
| A2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can conjugate the different verbs consistently, maintaining concordance. |
| A2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can express a non-causal sequence (and then ..., and so ..., next ..., after that ...). |
| A2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can present the environment (eg landscape) by describing the relevant form(s). |
| A2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can put the focus on important elements by placing them spatially in the centre. |
| A2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can clearly and accurately perform a sequence of handshapes not only in isolation but also linked into a sentence. |
| A2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can use 'if ....then' sentences. |
| A2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can express lists and sequences (..and..., ...plus...). |
| A2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can employ classifiers correctly in simple sentences. |
| A2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can introduce a topic adequately. |
| A2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can differentiate the different points in a list. |
| A2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can formulate simple for and against arguments into the form of questions to put. |
| A2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can produce a summary on simple topics. |
| A2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can, at the beginning of a text, give the details necessary to frame the description, providing answers to the key what, here and who questions. |
| A2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can use body posture to indicate different opinions in relation to an issue (eg by contrasting arguments for and against by a posture oriented to the right and to the left respectively). |
| A2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can adopt a facial expression appropriate to the character, person or object being described. |
| A2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can describe a person by using roleplay techniques. |
| A2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can when signing consistently maintain the relative sizes and proportions of objects (eg when peeling a banana). |
| A2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can present him/herself in a friendly and attractive way. |
| A2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can sign in a neutral manner, without emotion in the expression. |
| A2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can convey and stimulate feelings (joy, sadness). |
| A2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can express emotions by employing mimic. |
| A2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can employ mimic appropriately to express negative and positive feelings (eyebrows together: negative; eyebrows raised: positive). |
| A2 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can sign a simple sentence rhythmically. |
| A2 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can indicate the end of a sentence clearly by leaving a pause. |
| A2 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can maintain eye contact with his/her interlocutor whilst signing. |
| A2 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can accept or decline a direct request or demand. |
| A2 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Is familiar with the common technical aids for deaf people and can name them. |
| A2 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can use an appropriate means of address when meeting an unknown deaf person. |
| A2 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can adapt the signing space used to the context and the audience. |
| A2 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can take into account aspects of the immediate environment that are important for signed communication (light, objects on the table). |
| A2 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can recognise and apply basic cultural conventions associated with everyday social exchanges (for example different greetings rituals). |
| A2 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can act appropriately in everyday greetings, farewells, and expressions of thanks and apology, although he/she has difficulty coping with any departure from the routine. |
| A2 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can recognise that his/her behaviour in an everyday transaction may convey a message different to the one he/she intends, and can try to explain this simply. |
| A2 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can recognise when difficulties occur in interaction with members of other cultures, even though he/she may well not be sure how to behave in the situation. |
| A2 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | Can understand short, clearly articulated spoken announcements by piecing together what he/she understands from the available versions in different languages. |
| A2 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | Can understand short, clearly written messages and instructions by piecing together what he/she understands from the versions in different languages. |
| A2 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | Can use simple warnings, instructions and product information given in parallel in different languages to find relevant information. |
| A2 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can mobilise his/her limited repertoire in different languages in order to explain a problem or to ask for help or clarification. |
| A2 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can use words and phrases from different languages in his/her plurilingual repertoire to conduct a simple, practical transaction or information exchange. |
| A2 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can use a word from another language in his/her plurilingual repertoire to make him/herself understood in a routine everyday situation, when he/she cannot think of an adequate expression in the language being spoken. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can follow much of everyday conversation and discussion, provided it takes place in standard speech and is clearly articulated in a familiar accent. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard speech. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening 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 speech. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening 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 speech. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can follow a straightforward conference presentation or demonstration with visual support (eg slides, handouts) on a topic or product within his/her field, understanding explanations given. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can understand the main points of what is said in a straightforward monologue like a guided tour, provided the delivery is clear and relatively slow. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand simple technical information, such as operating instructions for everyday equipment. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can follow detailed directions. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand public announcements at airports, stations and on planes, buses and trains, provided these are clearly articulated in standard speech with minimum interference from background noise. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | Can understand the main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | Can understand the main points and important details in stories and other narratives (eg a description of a holiday), provided the speaker speaks slowly and clearly. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Overall reading comprehension | Can read straightforward factual texts on subjects related to his/her field and interests with a satisfactory level of comprehension. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception 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 and strategies (Sec.4.4) | Reception | Reception 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 and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand straightforward personal letters, emails or postings giving a relatively detailed account of events and experiences. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand standard formal correspondence and online postings in his/her area of professional interest. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception 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 and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can scan through straightforward, factual texts in magazines, brochures or in the web, identify what they are about and decide whether they contain information that might be of practical use. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception 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 and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can pick out important information about preparation and usage on the labels on foodstuffs and medicine. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can assess whether an article, report or review is on the required topic. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can understand the important information in simple, clearly drafted adverts in newspapers or magazines, provided that there are not too many abbreviations. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand straightforward, factual texts on subjects relating to his/her interests or studies. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception 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 (eg critical contributions to an online discussion forum or readers' letters to the editor). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can identify the main conclusions in clearly signalled argumentative texts. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception 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 and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can recognise significant points in straightforward newspaper articles on familiar subjects. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand most factual information that he/she is likely to come across on familiar subjects of interest, provided he/she has sufficient time for re-reading. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception 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 and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can understand instructions and procedures in the form of a continuous text, for example in a manual, provided that he/she is familiar with the type of process or product concerned. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can understand clearly written, straightforward instructions for a piece of equipment. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can follow simple instructions given on packaging, eg cooking instructions. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can understand most short safety instructions, (eg on public transport or in manuals for the use of electrical equipment). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can read newspaper / magazine accounts of films, books, concerts etc written for a wider audience and understand the main points. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can understand simple poems and song lyrics written in straightforward language and style. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can understand the description of places, events, explicitly expressed feelings and perspectives in narratives, guides and magazine articles that are written in high frequency, everyday language. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception 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 the person made. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception 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 activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | 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 and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | 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 and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | 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 and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & 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 activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can extrapolate the meaning of a section of a text by taking into account the text as a whole. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can identify unfamiliar words from the context on topics related to his/her field and interests. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can extrapolate the meaning of occasional unknown words from the context and deduce sentence meaning provided the topic discussed is familiar. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can make basic inferences or predictions about text content from headings, titles or headlines. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can listen to a short narrative and predict what will happen next. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can follow a line of argument or the sequence of events in a story, by focusing on common logical connectors (eg however, because) and temporal connectors (eg after that, beforehand). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can deduce the probable meaning of unknown words in a written text by identifying their constituent part (eg identifying word roots, lexical elements, suffixes and prefixes). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Overall spoken production | Can reasonably fluently sustain a straightforward description of one of a variety of subjects within his/her field of interest, presenting it as a linear sequence of points. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can clearly express feelings about something experienced and give reasons to explain those feelings. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can give straightforward descriptions on a variety of familiar subjects within his field of interest. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can give detailed accounts of experiences, describing feelings and reactions. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can relate details of unpredictable occurrences, eg an accident. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can relate the plot of a book or film and describe his/her reactions. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can describe dreams, hopes and ambitions. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can describe events, real or imagined. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can narrate a story. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: giving information | Can explain the main points in an idea or problem with reasonable precision. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: giving information | Can describe how to do something, giving detailed instructions. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken 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 he/she can prepare beforehand. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can develop an argument well enough to be followed without difficulty most of the time. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can give simple reasons to justify a viewpoint on a familiar topic. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can express opinions on subjects relating to everyday life, using simple expressions. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can briefly give reasons and explanations for opinions, plans and actions. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can say whether or not he/she approves of what someone has done and give reasons to justify this opinion. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Public announcements | Can deliver short, rehearsed announcements on a topic pertinent to everyday occurrences in his/her field which, despite possibly very foreign stress and intonation, are nevertheless clearly intelligible. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can give a prepared presentation on a familiar topic within his/her field, outlining similarities and differences (eg between products, countries/regions, plans). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can give a prepared straightforward presentation on a familiar topic within his/her field which is clear enough to be followed without difficulty most of the time, and in which the main points are explained with reasonable precision. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can take follow up questions, but may have to ask for repetition if the speech was rapid. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Overall written production | Can write straightforward connected texts on a range of familiar subjects within his/her field of interest, by linking a series of shorter discrete elements into a linear sequence. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can clearly signal chronological sequence in narrative text. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write a simple review of a film, book or TV programme using a limited range of language. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write accounts of experiences, describing feelings and reactions in simple connected text. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write a description of an event, a recent trip - real or imagined. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can narrate a story. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can write short, simple essays on topics of interest. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can write a text on a topical subject of personal interest, using simple language to list advantages and disadvantages, give and justify his/her opinion. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can summarise, report and give his/her opinion about accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can write very brief reports to a standard conventionalised format, which pass on routine factual information and state reasons for actions. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can present a topic in a short report or poster, using photographs and short blocks of text. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Planning | Can rehearse and try out new combinations and expressions, inviting feedback. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Planning | Can work out how to communicate the main point(s) he/she wants to get across, exploiting any resources available and limiting the message to what he/she can recall or find the means to express. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Compensating | Can define the features of something concrete for which he/she can't remember the word. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Compensating | Can convey meaning by qualifying a word meaning something similar (eg a truck for people = bus). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Compensating | Can use a simple word meaning something similar to the concept he/she wants to convey and invites 'correction'. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Compensating | Can foreignise a mother tongue word and ask for confirmation. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Monitoring and repair | Can correct mix-ups with tenses or expressions which lead to misunderstandings provided the interlocutor indicates there is a problem. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Monitoring and repair | Can ask for confirmation that a form used is correct. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Monitoring and repair | Can start again using a different tactic when communication breaks down. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can communicate with some confidence on familiar routine and non-routine matters related to his/her interests and professional field. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can express thoughts on more abstract, cultural topics such as films, books, music etc |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can enter unprepared into conversation of familiar topics, express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (eg family, hobbies, work, travel and current events). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Understanding an interlocutor | Can follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular words and phrases. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can start up a conversation and help it to keep going by asking people relatively spontaneous questions about a special experience or event, expressing reactions and opinion on familiar subjects. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can have relatively long conversations on subjects of common interest, provided that the interlocutor makes an effort to support understanding. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can enter unprepared into conversations on familiar topics. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular words and phrases. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what he/she would like to. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can express and respond to feelings such as surprise, happiness, sadness, interest and indifference. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can follow much of what is said around him/her on general topics provided interlocutors avoid very idiomatic usage and articulate clearly. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can express his/her thoughts about abstract or cultural topics such as music, films. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can explain why something is a problem. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can give brief comments on the views of others. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can generally follow the main points in an informal discussion with friends provided speech is clearly articulated in standard language. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can give or seek personal views and opinions in discussing topics of interest. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can make his/her opinions and reactions understood as regards solutions to problems or practical questions of where to go, what to do, how to organise an event (eg an outing). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can express belief, opinion, agreement and disagreement politely. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can follow much of what is said that is related to his/her field, provided interlocutors avoid very idiomatic usage and articulate clearly. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can put over a point of view clearly, but has difficulty engaging in debate. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can take part in routine formal discussion of familiar subjects which is conducted in clearly articulated speech in the standard form of the language and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can follow what is said, though he/she may occasionally have to ask for repetition or clarification if the other people's talk is rapid or extended. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can explain why something is a problem, discuss what to do next, compare and contrast alternatives. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can give brief comments on the views of others. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can generally follow what is said and, when necessary, can repeat back part of what someone has said to confirm mutual understanding. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can make his/her 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can invite others to give their views on how to proceed. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can deal with most transactions likely to arise whilst travelling, arranging travel or accommodation, or dealing with authorities during a foreign visit. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can cope with less routine situations in shops, post office, bank, eg returning an unsatisfactory purchase. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can make a complaint. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling, eg asking passenger where to get off for unfamiliar destination. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can summarise and give his or her opinion about a short story, article, talk, discussion interview, or documentary and answer further questions of detail. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can find out and pass on straightforward factual information. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask for and follow detailed directions. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can obtain more detailed information. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can offer advice on simple matters within his/her field of experience. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can provide concrete information required in an interview/consultation (eg describe symptoms to a doctor) but does so with limited precision. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can carry out a prepared interview, checking and confirming information, though he/she may occasionally have to ask for repetition if the other person's response is rapid or extended. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can take some initiatives in an interview/consultation (eg to bring up a new subject) but is very dependent on interviewer in the interaction. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can describe symptoms in a simple way and ask for advice when using health services; can understand the answer, provided this is given clearly in everyday language. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | Can use telecommunications for everyday personal or professional purposes, provided he/she can ask for clarification from time to time. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | Can give important details over the phone concerning an unexpected incident (eg a problem in a hotel, with travel arrangements, with a hire car). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | Can use telecommunications to have relatively simple but extended conversations with people he/she knows personally. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | Can use telecommunications for routine messages (eg arrangements for a meeting) and to obtain basic services (eg book a hotel room or make a medical appointment). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Overall written interaction | Can write personal letters and notes asking for or conveying simple information of immediate relevance, getting across the point he/she feels to be important. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write personal letters giving news and expressing thoughts about abstract or cultural topics such as music, films. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write letters expressing different opinions and giving detailed accounts of personal feelings and experiences. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can reply to an advertisement in writing and ask for further information on items which interest him/her. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write basic formal emails/letters, for example to make a complaint and request action. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write personal letters describing experiences, feelings and events in some detail. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write basic emails/letters of a factual nature, for example to request information or to ask for and give confirmation. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write a basic letter of application with limited supporting details. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Notes, messages and forms | Can take messages communicating enquiries, explaining problems. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Notes, messages and forms | Can write notes conveying simple information of immediate relevance to friends, service people, teachers and others who feature in his/her everyday life, getting across comprehensibly the points he/she feels are important. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Notes, messages and forms | Can take messages over the phone containing several points, provided that the caller dictates these clearly and sympathetically. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction 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 and strategies (Sec.4.4) | Interaction | Interaction 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can post a comprehensible contribution in an online discussion on a familiar topic of interest, provided that he/she can prepare the text beforehand and use online tools to fill gaps in language and check accuracy. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | 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 activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can engage in online collaborative or transactional exchanges that require simple clarification or explanation of relevant details, such as registering for a course, tour, event or applying for membership. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can respond to instructions and ask questions or request clarifications in order to accomplish a shared task online. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | Can exploit a basic repertoire of language and strategies to help keep a conversation or discussion going. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | Can summarise the point reached in a discussion and so help focus the talk. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | 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 activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | Can invite others into the discussion. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | Can ask for further details and clarifications from other group members in order to move a discussion forward. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | Can ask someone to clarify or elaborate what he or she has just said. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | 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. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can convey the main points made in long texts expressed in uncomplicated language on topics of personal interest, provided that he/she can check the meaning of certain expressions. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | 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, their views. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can convey information given in clear, well-structured informational texts on subjects that are familiar or of personal or current interest, although his/her lexical limitations cause difficulty with formulation at times. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can relay (in Language B) the content of public announcements and messages spoken in clear, standard (Language A) at normal speed. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can relay (in Language B) the contents of detailed instructions or directions, provided these are clearly articulated (in Language A). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can relay (in Language B) specific information given in straightforward informational texts (such as leaflets, brochure entries, notices and letters or emails) (written in Language A). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in writing | Can relay in writing (in Language B) specific information points contained in texts (spoken in Language A) on familiar subjects (eg telephone calls, announcements, and instructions). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in writing | Can relay in writing (in Language B) specific, relevant information contained in straightforward informational texts (written in Language A) on familiar subjects. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 that the topics concerned are familiar and the delivery is slow and clear. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in speech (eg in graphs, diagrams, charts etc) | Can interpret and describe (in Language B) detailed information in diagrams in his/her fields of interest (with text in Language A), even though lexical gaps may cause hesitation or imprecise formulation. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in speech (eg in graphs, diagrams, charts etc) | Can interpret and describe (in Language B) overall trends shown in simple diagrams (eg graphs, bar charts) (with text in Language A), even though lexical limitations cause difficulty with formulation at times. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in writing (eg in graphs, diagrams, charts etc) | Can interpret and present in writing (in Language B) the overall trends shown in simple diagrams (eg 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in writing (eg in graphs, diagrams, charts etc) | Can describe in simple sentences (in Language B) the main facts shown in visuals on familiar topics (eg a weather map, a basic flow chart) (with text in Language A). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise (in Language B) the main points made in long spoken texts (in Language A) on topics in his/her fields of interest, provided that standard language is used and that he/she can check the meaning of certain expressions. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise (in Language B) a short narrative or article, a talk, discussion, interview or documentary (in Language A) and answer further questions about details. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise (in Language B) the main points made in clear, well-structured spoken and written texts (in Language A) on subjects that are familiar or of personal interest, although his/her lexical limitations cause difficulty with formulation at times. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise simply (in Language B) the main information content of straightforward texts (in Language A) on familiar subjects (eg a short written interview or magazine article, a travel brochure). |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise (in Language B) the main points made during a conversation (in Language A) on a subject of personal or current interest, provided that the speakers articulated clearly in standard language. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise (in Language B) the main points made in long texts (delivered orally in Language A) on topics in his/her fields of interest, provided that standard language is used and that he/she can listen several times. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise (in Language B) the main points or events in TV programmes and video clips (in Language A), provided he/she can view them several times. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can summarise in writing (in Language B) the main points made in straightforward informational spoken and written texts (in Language A) on subjects that are of personal or current interest, provided spoken texts are delivered in clearly articulated standard speech. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can paraphrase short written passages in a simple fashion, using the original text wording and ordering. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in speech | Can provide spoken translation into (Language B) of texts written in (Language A) containing information and arguments on subjects within his/her fields of professional, academic and personal interest, provided that they are written in uncomplicated, standard language. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in speech | Can provide an approximate spoken translation into (Language B) of clear, well-structured informational texts written in (Language A) on subjects that are familiar or of personal interest, although his/her lexical limitations cause difficulty with formulation at times. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | Can take notes during a lecture, which are precise enough for his/her own use at a later date, provided the topic is within his/her field of interest and the talk is clear and well structured. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 talk is both formulated in simple language and delivered in clearly articulated standard speech. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | Can note down routine instructions in a meeting on a familiar subject, provided they are formulated in simple language and he/she is given sufficient time to do so. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 him/her. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can explain in some detail which character he/she most identified with and why. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 he/she has experienced or heard about. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can relate the emotions experienced by a character in a work to emotions he/she has experienced. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can describe the emotions he/she experienced at a certain point in a story, eg the point(s) in a story when he/she became anxious for a character, and explain why. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 him/her. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can describe the personality of a character. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 connection between them. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 are written in high frequency everyday language. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | Can collaborate on a shared task, for example formulating and responding to suggestions, asking whether people agree, and proposing alternative approaches. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | Can invite other people in a group to speak. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | Can ask a group member to give the reason(s) for their views. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | 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 activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | Can allocate the turn in a discussion, inviting a participant to say something. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | Can give simple, clear instructions to organise an activity. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can ask people to elaborate on specific points they made in their initial explanation. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can ask appropriate questions to check understanding of concepts that have been explained. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can ask questions to invite people to clarify their reasoning. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can ask why someone thinks something, or how they think something would work. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can act in a supportive manner in intercultural encounters, recognising the feelings and different world views of other members of the group. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can help to develop a shared communication culture, by exchanging information in a simple way about values and attitudes to language and culture. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Acting as 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 his/her fields of interest, conveying straightforward factual information and explicit cultural references, provided that he/she can prepare beforehand and that the speakers articulate clearly in everyday language. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Acting as 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, whilst following important politeness conventions, provided that the speakers articulate clearly in standard language and that he/she can ask for clarification and pause to plan how to express things. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 him/her and the parties speak clearly. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can demonstrate his/her understanding of the key issues in a disagreement on a topic familiar to him/her and make simple requests for confirmation and/or clarification. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Linking to previous knowledge | Can explain how something works by providing examples which draw upon people's everyday experiences. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Adapting language | Can paraphrase more simply the main points made in short, straightforward spoken or written texts on familiar subjects (eg short magazine articles, interviews) to make the contents accessible for others. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Adapting language | Can paraphrase short written passages in a simple fashion, using the original order of the text. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Breaking down complicated information | Can make a set of instructions easier to understand by saying them slowly, a few words at a time, employing verbal and non-verbal emphasis to facilitate understanding. |
| B1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 activities and strategies (Sec.4.4) | Mediation | Mediation 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 activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Streamlining a text | Can identify and mark (eg underline, highlight etc) the essential information in a straightforward, informational text, in order to pass this information on to someone else. |
| B1 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | 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 films. |
| B1 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Has enough language to get by, with sufficient vocabulary to express him/herself 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 | Vocabulary range | NA | NA | Has a good range of vocabulary related to familiar topics and everyday situations. |
| B1 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Has a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his/her everyday life such as family, hobbies and interests, work, travel, and current events. |
| B1 | Communicative Language Competences | Linguistic | Grammatical accuracy | NA | NA | Communicates with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. |
| B1 | Communicative Language Competences | Linguistic | Grammatical accuracy | NA | NA | Errors occur, but it is clear what he/she is trying to express. |
| B1 | Communicative Language Competences | Linguistic | Grammatical accuracy | NA | NA | Uses reasonably accurately a repertoire of frequently used 'routines' and patterns associated with more predictable situations. |
| B1 | Communicative Language Competences | Linguistic | Vocabulary control | NA | NA | 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 | Vocabulary control | NA | NA | Uses a wide range of simple vocabulary appropriately when talking about familiar topics. |
| B1 | Communicative Language Competences | Linguistic | Phonological Control | Overall phonological control | NA | Pronunciation is generally intelligible; Can approximate intonation and stress at both utterance and word levels. However, accent is usually influenced by other language(s) he/she speaks. |
| B1 | Communicative Language Competences | Linguistic | Phonological Control | Sound articulation | NA | Is generally intelligible throughout, despite regular mispronunciation of individual sounds and words he/she is less familiar with. |
| B1 | Communicative Language Competences | Linguistic | Phonological Control | Prosodic features | NA | Can convey his/her message in an intelligible way in spite of a strong influence on stress, intonation and/or rhythm from other language(s) he/she speaks. |
| B1 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | Can produce continuous writing which is generally intelligible throughout. |
| B1 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | Spelling, punctuation and layout are accurate enough to be followed most of the time. |
| B1 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | 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 | Sociolinguistic appropriateness | NA | NA | Is aware of the salient politeness conventions and acts appropriately. |
| B1 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | 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 his or her own community. |
| B1 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | Can adapt his/her expression to deal with less routine, even difficult, situations. |
| B1 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | Can exploit a wide range of simple language flexibly to express much of what he/she wants. |
| B1 | Communicative Language Competences | Pragmatic | Turntaking | NA | NA | Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor. |
| B1 | Communicative Language Competences | Pragmatic | Turntaking | NA | NA | Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. |
| B1 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can clearly signal chronological sequence in narrative text. |
| B1 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can develop an argument well enough to be followed without difficulty most of the time*. |
| B1 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Shows awareness of the conventional structure of the text type concerned, when communicating his/her ideas. |
| B1 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. |
| B1 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can introduce a counter-argument in a simple discursive text (eg with 'however'). |
| B1 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can link a series of shorter, discrete simple elements into a connected, linear sequence of points. |
| B1 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can form longer sentences and link them together using a limited number of cohesive devices, eg in a story. |
| B1 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can make simple, logical paragraph breaks in a longer text. |
| B1 | Communicative Language Competences | Pragmatic | Propositional precision | NA | NA | Can explain the main points in an idea or problem with reasonable precision. |
| B1 | Communicative Language Competences | Pragmatic | Propositional precision | NA | NA | Can convey simple, straightforward information of immediate relevance, getting across which point he/she feels is most important. |
| B1 | Communicative Language Competences | Pragmatic | Propositional precision | NA | NA | Can express the main point he/she wants to make comprehensibly. |
| B1 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Can express him/herself with relative ease. |
| B1 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Despite some problems with formulation resulting in pauses and 'cul-de-sacs', he/she is able to keep going effectively without help. |
| B1 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can spell foreign words quickly and accurately with the finger alphabet. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can, in order to facilitate understanding, make a relevant comparison with other things/images/circumstances that the recipient already knows (eg "A porcupine looks like a big hedgehog"). |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can employ different classifiers (eg manipulators and substitutors) when describing an action. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can employ mouth shapes in a differentiated manner that is appropriate to context. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can employ different means (eg mimic, handshape, hand orientation, movement) in order to describe the size and shape of an object. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can present characteristics just with mouth gestures and mimic. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can describe important characteristics of a person or object with the appropriate handshapes. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can modify productive signing appropriately to the context. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can make part of his/her contribution by using 'constructed action' to present individual, simple actions. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can express character and qualities of a person or protagonist by using mimic. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can present actions through productive signing. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can vary the scale of his/her signing (larger, smaller) dependent on the situation. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can give a comprehensive description of a person, including facial expression, skin colour, make up, hairstyle and profession. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can employ appropriate classifiers to refer to, for example, animals instead of lexical signs. |
| B1 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can use mouth shapes precisely to express specific content (eg PFF). |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can express rhetorical questions in an economical manner, for example just with the eyebrows. |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can express the reason why one does something (aim, in order to ...). |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can link two phrases with ALTHOUGH and DESPITE. |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can indicate a rhetoric question correctly by leaving a slight pause between the question and the answer. |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can establish relationships in the signing space and later reuse these. |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can focus on one point on a timeline in order to locate an event correctly in past, present or future time. |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can make adequate comparisons with adjectives, including superlative forms, eg by correct use of classifiers, changing size or speed of movement. |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can situate objects/people in the signing space by indexing and later referencing to them with pronouns. |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can correctly employ the way he/she is looking in the signing space in order to refer to previously introduced objects or people. |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can use correctly different types of sentence types (statements, questions, imperatives). |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can use the correct non-manual means for questions (upper body posture plus mimic, eyebrows). |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can employ the relevant mimic for the description of a shape. |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can employ mimic elements in order to convey meaning. |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can employ handshape as a modification device. |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can present a simple temporal sequence by using the signing space. |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can support the expression of the passage of time with mimic (events that are close in time as opposed to events that are distant in time). |
| B1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can express cause and effect (reason for something). |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can structure text content into an introduction, main section and closure or conclusion. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can present content in a sensible order. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can structure a text into a number of thematic sections. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can present clearly the relationships between things by making explicit reference to them. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can point out relevant and interesting details briefly and concisely. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can refer explicitly back to what has been said earlier. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can compare the opinions of others and him/herself take a position in relation to them. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can relate his/her own experience to something in the text. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can formulate the aim and objective of a text in the introduction. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can sequence the successive elements of a text in a logical order. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can introduce a topic appropriately and then provide the relevant content. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can indicate the most important aspects of a topic in the hierarchical order of their importance. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can employ simple strategies to structure information (eg adding comments on the topic). |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can use the sign PALM-UP to indicate a pause. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can summarise in a text the most important statements in reply to "when," "where," "who," "what," "how," and "why" questions. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can give reasons for his/her opinions. |
| B1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can conclude his/her contribution correctly (hands together). |
| B1 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can construct a setting in the signing space for a text (landscape, family, situation) in a linguistically correct manner. |
| B1 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can describe different positions in a correct relationship to one another. |
| B1 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can demonstrate a change of role through an alteration in upper body posture. |
| B1 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can reconstruct a landscape visually in the signing space in a way that respects. |
| B1 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can envisage things spatially. |
| B1 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can develop a statement in such a way as to move from near to far and from big to small. |
| B1 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can create a clear image in the signing space. |
| B1 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can employ a mimic appropriate to a character in a narrative. |
| B1 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can refer to characters in a narrative by using mimic. |
| B1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can convey a new point of view in a way that makes the recipients think. |
| B1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can express the feelings of a person who is close to him/her. |
| B1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can use body language and strong mimic. |
| B1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can emphasise certain aspects by using non-manual means (eg mimic, the extent of movements). |
| B1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can hold the attention of the recipients by employing various means (for example rhetorical questions). |
| B1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can tell a story in a credible way. |
| B1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can express personal character traits. |
| B1 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can sign a fluent transition between related points. |
| B1 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can sign a short text rhythmically. |
| B1 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can employ different handshapes fluently one after another. |
| B1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can make or leave aside an appropriate greeting/leave-taking remark, according to the type of text and the public concerned. |
| B1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can present him/herself in a manner appropriate to the type of text and the public concerned (clothes, charisma, personal hygiene). |
| B1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can sensibilise people to cultural issues. |
| B1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can, in the course of describing travel, include cultural experiences and aspects typical of the country concerned. |
| B1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can introduce him/herself to deaf people appropriately. |
| B1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can use his/her knowledge of sign language culture to explain the origin of certain culturally determined signs (eg the names of well-known people, institutions and place names). |
| B1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can indicate someone's social status with non-manual means, for example direction of vision. |
| B1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can use the sign-abbreviations that are conventional in relation to deafness. |
| B1 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can generally act according to conventions regarding posture, eye contact, and distance from others. |
| B1 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can generally respond appropriately to the most commonly used cultural cues. |
| B1 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can explain features of his/her own culture to members of another culture or explain features of the other culture to members of his/her own culture. |
| B1 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can explain in simple terms how his/her own values and behaviours influence his/her views of other people's values and behaviours. |
| B1 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can discuss in simple terms the way in which things that may look 'strange' to him/her in another sociocultural context may well be 'normal' for the other people concerned. |
| B1 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can discuss in simple terms the way his/her own culturally-determined actions may be perceived differently by people from other cultures. |
| B1 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | Can use what he/she has understood in one language to understand the topic and main message of a text in another language (eg when reading short newspaper articles on the same theme written in different languages). |
| B1 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | Can use parallel translations of texts (eg magazine articles, stories, passages from novels) to develop comprehension in different languages. |
| B1 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | Can deduce the message of a text by exploiting what he/she has understood from texts on the same theme written in different languages (eg news in brief,museum brochure, online reviews). |
| B1 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | Can extract information from documents written in different languages in his/her field, eg to include in a presentation. |
| B1 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | 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 root and 'false friends'. |
| B1 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | Can use his/her knowledge of contrasting grammatical structures and functional expressions of languages in his/her plurilingual repertoire in order to support comprehension. |
| B1 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can exploit creatively his limited repertoire in different languages in his/her plurilingual repertoire for everyday contexts, in order to cope with an unexpected situation. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can keep up with an animated conversation between speakers of the target language. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can with some effort catch much of what is said around him/her, but may find it difficult to participate effectively in discussion with several speakers of the target language who do not modify their speech in any way. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can identify the main reasons for and against an argument or idea in a discussion conducted in clear standard speech. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can follow chronological sequence in extended informal speech, eg in a story or anecdote. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening 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 and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can understand the speaker's point of view on topics that are of current interest or that relate to his/her specialised field, provided that the talk is delivered in standard spoken language. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can follow complex lines of argument in a clearly articulated lecture provided the topic is reasonably familiar. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can distinguish main themes from asides, provided that the lecture or talk is delivered in standard spoken language. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can recognise the speaker's point of view and distinguish this from facts that he/she is reporting. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand announcements and messages on concrete and abstract topics spoken in standard speech at normal speed. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand detailed instructions well enough to be able to follow them successfully. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio 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 speaker viewpoints and attitudes as well as the information content. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | Can understand most radio documentaries and most other recorded or broadcast audio material delivered in the standard form of the language and can identify the speaker's mood, tone etc |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Overall reading comprehension | Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Overall reading comprehension | Has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can read correspondence relating to his/her field of interest and readily grasp the essential meaning. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand what is said in a personal email or posting even where some colloquial language is used. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can scan quickly throughseveral sources (articles, reports, websites, books etc) in parallel, in both his/her 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 and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can scan quickly through long and complex texts, locating relevant details. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can obtain information, ideas and opinions from highly specialised sources within his/her field. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can recognise when a text provides factual information and when it seeks to convince readers of something. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can recognise different structures in discursive text: contrasting arguments, problem-solution presentation and cause-effect relationships. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can understand lengthy, complex instructions in his/her field, including details on conditions and warnings, provided he/she can reread difficult sections. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can read for pleasure with a large degree of independence, adapting style and speed of reading to different texts (eg magazines, more straightforward novels, history books, biographies, travelogues, guides, lyrics, poems), using appropriate reference sources selectively. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can read novels that have a strong, narrative plot and that are written in straightforward, unelaborated language, provided that he/she can take his/her time and use a dictionary. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | Watching tv, film and video | Can extract the main points from the arguments and discussion in news and current affairs programmes. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | Watching tv, film and video | Can understand most TV news and current affairs programmes. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | Watching tv, film and video | Can understand documentaries, live interviews, talk shows, plays and the majority of films in the standard form of the language. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can use a variety of strategies to achieve comprehension, including listening for main points; checking comprehension by using contextual clues. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Overall spoken production | Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Overall spoken production | Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can describe the personal significance of events and experiences in detail. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: giving information | Can communicate complex information and advice on the full range of matters related to his/her occupational role. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: giving information | Can communicate detailed information reliably. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: giving information | Can give a clear, detailed description of how to carry out a procedure. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can develop a clear argument, expanding and supporting his/her points of view at some length with subsidiary points and relevant examples. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can construct a chain of reasoned argument. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Public announcements | Can deliver announcements on most general topics with a degree of clarity, fluency and spontaneity which causes no strain or inconvenience to the listener. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken 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 and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can take a series of follow up questions with a degree of fluency and spontaneity which poses no strain for either him/herself or the audience. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Overall written production | Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and evaluating information and arguments from a number of sources. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write clear, detailed descriptions of real or imaginary events and experiences marking the relationship between ideas in clear connected text, and following established conventions of the genre concerned. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write a review of a film, book or play. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can write an essay or report that develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can write a detailed description of a complex process. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can evaluate different ideas or solutions to a problem. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can write an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can synthesise information and arguments from a number of sources. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production 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 activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Planning | Can plan what is to be said and the means to say it, considering the effect on the recipient(s). |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Compensating | Can use circumlocution and paraphrase to cover gaps in vocabulary and structure. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Compensating | Can address most communication problems by using circumlocutions, or by avoiding difficult expressions. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Monitoring and repair | Can often retrospectively self-correct his/her occasional 'slips' or non-systematic errors and minor flaws in sentence structure. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Monitoring and repair | Can correct slips and errors if he/she becomes conscious of them or if they have led to misunderstandings. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Monitoring and repair | Can make a note of 'favourite mistakes' and consciously monitor speech for it/them. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken 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. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say, adopting a level of formality appropriate to the circumstances. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with speakers of the target language quite possible without imposing strain on either party. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Understanding an interlocutor | Can understand in detail what is said to him/her in the standard spoken language even in a noisy environment. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can indicate reservations and reluctance, state conditions when agreeing to requests or granting permission, and ask for understanding of his/her own position. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can engage in extended conversation on most general topics in a clearly participatory fashion, even in a noisy environment. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can sustain relationships with speakers of the target language without unintentionally amusing or irritating them or requiring them to behave other than they would with another proficient speaker. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can convey degrees of emotion and highlight the personal significance of events and experiences. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can keep up with an animated discussion between speakers of the target language. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can express his/her ideas and opinions with precision, present and respond to complex lines of argument convincingly. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can with some effort catch much of what is said around him/her in discussion, but may find it difficult to participate effectively in discussion with several speakers of the target language who do not modify their speech in any way. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can keep up with an animated discussion, identifying accurately arguments supporting and opposing points of view. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can use appropriate technical terminology, when discussing his/her area of specialisation with other specialists. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can express his/her ideas and opinions with precision, present and respond to complex lines of argument convincingly. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can participate actively in routine and non-routine formal discussion. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can follow the discussion on matters related to his/her field; understand in detail the points given prominence by the speaker. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and respond to hypotheses. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can understand detailed instructions reliably. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can help along the progress of the work by inviting others to join in, say what they think etc. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can outline an issue or a problem clearly, speculating about causes or consequences, and weighing advantages and disadvantages of different approaches. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken 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, for blame regarding an accident. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken 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 he/she is prepared to make. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can state requirements and ask detailed questions regarding more complex services, eg rental agreements. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can explain a problem which has arisen and make it clear that the provider of the service/customer must make a concession. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can understand and exchange complex information and advice on the full range of matters related to his/her occupational role. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can use appropriate technical terminology, when exchanging information or discussing his/her area of specialisation with other specialists. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can pass on detailed information reliably. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can take initiatives in an interview, expand and develop ideas with little help or prodding from an interviewer. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | Can use telecommunications for a variety of personal and professional purposes, provided he/she can ask for clarification if the accent or terminology is unfamiliar. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | Can participate in extended casual conversation over the phone with a known person on a variety of topics. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Overall written interaction | Can express news and views effectively in writing, and relate to those of others. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction 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 and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can in most cases understand idiomatic expressions and colloquialisms in correspondence and other written communications and use the most common ones him/herself as appropriate to the situation. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write formal correspondence such as letters of enquiry, request, application and complaint with appropriate register, structure and conventions. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write a forceful but polite letter of complaint, including supporting details and a statement of the desired outcome. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent's news and views. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can use formality and conventions appropriate to the context when writing personal and professional letters and emails. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write formal emails/letters of invitation, thanks or apology with appropriate register and conventions. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write non-routine professional letters, using appropriate structure and conventions, provided these are restricted to matters of fact. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can obtain, by letter or e-mail, information required for a particular purpose, collate it and forward it by mail to other people. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Notes, messages and forms | Can take or leave complex personal or professional messages, provided he/she can ask clarification or elaboration if necessary. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can engage in online exchanges, linking his/her contributions to previous ones in the thread, understanding cultural implications and reacting appropriately. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can participate actively in an online discussion, stating and responding to opinions on topics of interest at some length, provided contributors avoid unusual or complex language and allow time for responses. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can engage in online exchanges between several participants, effectively linking his/her contributions to previous ones in the thread, provided a moderator helps manage the discussion. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can recognise misunderstandings and disagreements that arise in an online interaction and can deal with them, provided that the interlocutor(s) are willing to cooperate. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can take a lead role in online collaborative work within his/her area(s) of expertise, keeping the group on task by reminding them of roles, responsibilities and deadlines in order to achieve established goals. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can engage in online collaborative or transactional exchanges within his/her area(s) of expertise that require negotiation of conditions and explanation of complicated details and special requirements. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | 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 activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can collaborate online with a group that is working on a project, justifying proposals, seeking clarification and playing a supportive role in order to accomplish shared tasks. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | Can intervene appropriately in discussion, exploiting appropriate language to do so. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | Can initiate, maintain and end discourse appropriately with effective turn taking. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | Can initiate discourse, take his/her turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | Can use stock phrases (eg 'That's a difficult question to answer') to gain time and keep the turn whilst formulating what to say. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | Can give feedback on and follow up statements and inferences and so help the development of the discussion. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | Can summarise and evaluate the main points of discussion on matters within his/her academic or professional competence. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | Can help the discussion along on familiar ground, confirming comprehension, inviting others in, etc |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | Can summarise the point reached at a particular stage in a discussion and propose the next steps. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | Can ask follow up questions to check that he/she has understood what a speaker intended to say, and get clarification of ambiguous points. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | Can, in informal conversation (with friends), ask for explanation or clarification to ensure he/she understands complex, abstract ideas. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | Can formulate follow-up questions to a member of a group to clarify an issue that is implicit or poorly articulated. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | 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 he/she expresses things. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can build upon other's ideas, making suggestions for ways forward. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can convey the main content of well-structured but long and propositionally complex texts on subjects within his/her fields of professional, academic and personal interest, clarifying the opinions and purposes of speakers. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can work collaboratively with people from different backgrounds, creating a positive atmosphere by giving support, asking questions to identify common goals, comparing options for how to achieve them and explaining suggestions for what to do next. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can further develop other people's ideas, pose questions that invite reactions from different perspectives and propose a solution or next steps. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can convey detailed information and arguments reliably, eg the significant point(s) contained in complex but well-structured texts within his/her fields of professional, academic and personal interest. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can relay (in Language B) which presentations given in (Language A) at a conference, which articles in a book (written in Language A) are particularly relevant for a specific purpose. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can relay (in Language B) the main point(s) contained in formal correspondence and/or reports on general subjects and on subjects related to his/her fields of interest (written in Language A). |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation 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 (written Language A) within his/her fields of professional, academic and personal interest. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in writing | Can relay in writing (in Language B) the relevant point(s) contained in an article (written in Language A) from an academic or professional journal. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in writing | Can relay in a written report (in Language B) relevant decisions that were taken in a meeting (in Language A). |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in writing | Can relay in writing the significant point(s) contained in formal correspondence (in Language A). |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in speech (eg in graphs, diagrams, charts etc) | Can interpret and describe reliably (in Language B) detailed information contained in complex diagrams, charts and other visually organised information (with text in Language A) on topics in his/her fields of interest. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in writing (eg in graphs, diagrams, charts etc) | Can interpret and present reliably in writing (in Language B) detailed information from diagrams and visually organised data in his fields of interest (with text in Language A). |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise (in Language B) the important points made in longer, complex, live spoken texts (in Language A) on subjects of current interest, including his/her fields of special interest. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can synthesise and report (in Language B) information and arguments from a number of spoken and/or written sources (in Language A). |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise (in Language B) a wide range of factual and imaginative texts (in Language A), commenting on and discussing contrasting points of view and the main themes. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise (in Language B) the important points made in longer, spoken and written complex texts (in Language A) on subjects of current interest, including his/her fields of special interest. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can recognise the intended audience of a spoken or written text (in Language A) on a topic of interest and explain (in Language B) the purpose, attitudes and opinion of the author. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise (in Language B) extracts from news items, interviews or documentaries containing opinions, argument and discussion sources (in Language A). |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise and comment (in Language B) on the plot and sequence of events in a film or play (in Language A). |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can summarise in writing (in Language B) the main content of well-structured but propositionally complex spoken and written texts (in Language A) on subjects within his/her fields of professional, academic and personal interest. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 his/her fields of special interest. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 he/she makes with reference to specific information in the original. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can summarise in writing (in Language B) the main content of complex spoken and written texts (in Language A) on subjects related to his/her fields of interest and specialisation. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in speech | Can provide spoken translation into (Language B) of complex texts written in (Language A) containing information and arguments on subjects within his/her fields of professional, academic and personal interest. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in writing | Can produce translations into (Language B, which closely follow the sentence and paragraph structure of the original text in (Language A), conveying the main points of the source text accurately, though the translation may read awkwardly. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike him/her as important, even though he/she tends to concentrate on the words themselves and therefore to miss some information. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | Can make accurate notes in meetings and seminars on most matters likely to arise within his/her field of interest. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can give a clear presentation of his/her reactions to a work, developing his/her ideas and supporting them with examples and arguments. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can describe his/her emotional response to a work and elaborate on the way in which it has evoked this response. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can express in some detail his/her reactions to the form of expression, style and content of a work, explaining what he/she appreciated and why. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can compare two works, considering themes, characters and scenes, exploring similarities and contrasts and explaining the relevance of the connections between them. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can give a reasoned opinion about a work, showing awareness of the thematic, structural and formal features and referring to the opinions and arguments of others. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can evaluate the way the work encourages identification with characters, giving examples. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can describe the way in which different works differ in their treatment of the same theme. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | Can, based on people's reactions, adjust the way he/she formulates questions and/or intervenes in a group interaction. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | Can ask questions to stimulate discussion on how to organise collaborative work. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | Can help to define goals for teamwork and compare options for how to achieve them. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | Can refocus a discussion by suggesting what to consider next, and how to proceed. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | Can further develop other people's ideas and opinions. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | Can present his/her ideas in a group and pose questions that invite reactions from other group members' perspectives. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | Can consider two different sides of an issue, giving arguments for and against, and propose a solution or compromise. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | Can organise and manage collaborative group work efficiently. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | Can explain the different roles of participants in the collaborative process, giving clear instructions for group work. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | Can explain ground rules in collaborative discussion in small groups that involves problem solving or the evaluation of alternative proposals. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | Can intervene when necessary to set a group back on task with new instructions or to encourage more even participation. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can encourage members of a group to describe and elaborate on their thinking. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can encourage members of a group to build upon one another's information and ideas to come up with a concept or solution. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can formulate questions and feedback to encourage people to expand on their thinking and justify or clarify their opinions. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can build on people's ideas and link them into coherent lines of thinking. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can ask people to explain how an idea fits with the main topic under discussion. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can exploit knowledge of socio-cultural conventions in order to establish a consensus on how to proceed in a particular situation unfamiliar to everyone involved. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can, in intercultural encounters, demonstrate appreciation of perspectives other than his/her own normal worldview, and express him/herself in a way appropriate to the context. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can encourage a shared communication culture by expressing understanding and appreciation of different ideas, feelings and viewpoints, and inviting participants to contribute and react to each other's ideas. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can work collaboratively with people who have different cultural orientations, discussing similarities and differences in views and perspectives. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can, when collaborating with people from other cultures, adapt the way he/she works in order to create shared procedures. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Acting as 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 and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Acting as intermediary in informal situations (with friends and colleagues) | Can communicate in (Language B) the sense of what is said in a welcome address, anecdote or presentation in his/her field given in (Language A), interpreting cultural cues appropriately and giving additional explanations when necessary, provided that the speaker stops frequently in order to allow time for him/her to do so. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Acting as intermediary in informal situations (with friends and colleagues) | Can communicate in (Language B) the sense of what is said in (Language A) on subjects within his/her fields of interest, conveying and when necessary explaining the significance of important statements and viewpoints, provided speakers give clarifications if needed. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 offense. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 and strategies (Sec.4.4) | Mediation | Mediation 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 activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can, by asking questions, identify areas of common ground and invite each side to highlight possible solutions. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can outline the main points in a disagreement with reasonable precision and explain the positions of the parties involved. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can summarise the statements made by the two sides, highlighting areas of agreement and obstacles to agreement. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Linking to previous knowledge | Can formulate questions and give feedback to encourage people to make connections to previous knowledge and experiences. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Linking to previous knowledge | Can explain a new concept or procedure by comparing and contrasting it to one that people are already familiar with. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Adapting language | Can explain technical topics within his/her field, using suitably non- technical language for a listener who does not have specialist knowledge. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Adapting language | Can make a specific, complex piece of information in his/her field clearer and more explicit for others by paraphrasing it in simpler language. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Adapting language | Can make accessible for others the main contents of a spoken or written text on a subject of interest (eg an essay, a forum discussion, a presentation) by paraphrasing in simpler language. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Breaking down complicated information | Can make a complicated process easier to understand by breaking it down into a series of smaller steps. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Amplifying a dense text | Can make concepts on subjects in his/her fields of interest more accessible by giving concrete examples, recapitulating step by step and repeating the main points. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Amplifying a dense text | Can make new information more accessible by using repetition and adding illustrations. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation 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 activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Streamlining a text | Can edit a source text by deleting the parts that do not add new information that is relevant for a given audience in order to make the significant content more accessible for them. |
| B2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Streamlining a text | Can identify related or repeated information in different parts of a text and merge it in order to make the essential message clearer. |
| B2 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Can express him/herself clearly and without much sign of having to restrict what he/she wants to say. |
| B2 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to do so. |
| B2 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Can understand and use the main technical terminology of his/her field, when discussing his/her area of specialisation with other specialists. |
| B2 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Has a good range of vocabulary for matters connected to his/her field and most general topics. |
| B2 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. |
| B2 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Can produce the appropriate collocations of many words in most contexts fairly systematically. |
| B2 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Can understand and use much of the specialist vocabulary of his/her field but has problems with specialist terminology outside of it. |
| B2 | Communicative Language Competences | Linguistic | Grammatical accuracy | NA | NA | Good grammatical control. |
| B2 | Communicative Language Competences | Linguistic | Grammatical accuracy | NA | NA | 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 | Linguistic | Grammatical accuracy | NA | NA | Shows a relatively high degree of grammatical control. |
| B2 | Communicative Language Competences | Linguistic | Grammatical accuracy | NA | NA | Does not make mistakes which lead to misunderstanding. |
| B2 | Communicative Language Competences | Linguistic | Grammatical accuracy | NA | NA | Has a good command of simple language structures and some complex grammatical forms, although he/she tends to use complex structures rigidly with some inaccuracy. |
| B2 | Communicative Language Competences | Linguistic | Vocabulary control | NA | NA | Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication. |
| B2 | Communicative Language Competences | Linguistic | Phonological Control | Overall phonological control | NA | Can generally use appropriate intonation, place stress correctly and articulate individual sounds clearly; accent tends to be influenced by other language(s) he/she speaks, but has little or no effect on intelligibility. |
| B2 | Communicative Language Competences | Linguistic | Phonological Control | Sound articulation | NA | Can articulate a high proportion of the sounds in the target language clearly in extended stretches of production; is intelligible throughout, despite a few systematic mispronunciations. |
| B2 | Communicative Language Competences | Linguistic | Phonological Control | Sound articulation | NA | Can generalise from his/her repertoire to predict the phonological features of most unfamiliar words (eg word stress) with reasonable accuracy (eg whilst reading). |
| B2 | Communicative Language Competences | Linguistic | Phonological Control | Prosodic features | NA | Can employ prosodic features (eg stress, intonation, rhythm) to support the message he/she intends to convey, though with some influence from other languages he/she speaks. |
| B2 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | Can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. |
| B2 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence. |
| B2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can with some effort keep up with and contribute to group discussions even when speech is fast and colloquial. |
| B2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can recognise and interpret sociocultural/sociolinguistic cues and consciously modify his/her linguistic forms of expression in order to express him/herself appropriately in the situation. |
| B2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can express him/herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned. |
| B2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can adjust his/her expression to make some distinction between formal and informal registers but may not always do so appropriately. |
| B2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can express him/herself appropriately in situations and avoid crass errors of formulation. |
| B2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can sustain relationships with speakers of the target language without unintentionally amusing or irritating them or requiring them to behave other than they would with another proficient speaker. |
| B2 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | Can adjust what he/she says and the means of expressing it to the situation and the recipient and adopt a level of formality appropriate to the circumstances. |
| B2 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | Can adjust to the changes of direction, style and emphasis normally found in conversation. |
| B2 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | Can vary formulation of what he/she wants to say. |
| B2 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | Can reformulate an idea to emphasise or explain a point. |
| B2 | Communicative Language Competences | Pragmatic | Turntaking | NA | NA | Can intervene appropriately in discussion, exploiting appropriate language to do so. |
| B2 | Communicative Language Competences | Pragmatic | Turntaking | NA | NA | Can initiate, maintain and end discourse appropriately with effective turn taking. |
| B2 | Communicative Language Competences | Pragmatic | Turntaking | NA | NA | Can initiate discourse, take his/her turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. |
| B2 | Communicative Language Competences | Pragmatic | Turntaking | NA | NA | Can use stock phrases (eg 'That's a difficult question to answer') to gain time and keep the turn whilst formulating what to say. |
| B2 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail*. |
| B2 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can present and respond to complex lines of argument convincingly. |
| B2 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can follow the conventional structure of the communicative task concerned, when communicating his/her ideas. |
| B2 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can develop a clear description or narrative, expanding and supporting his/her main points with relevant supporting detail and examples. |
| B2 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can develop a clear argument, expanding and supporting his/her points of view at some length with subsidiary points and relevant examples*. |
| B2 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can evaluate the advantages and disadvantages of various options. |
| B2 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can clearly signal the difference between fact and opinion. |
| B2 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can use a variety of linking words efficiently to mark clearly the relationships between ideas. |
| B2 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse. Though there may be some 'jumpiness' in a long contribution. |
| B2 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can produce text that is generally well-organised and coherent, using a range of linking words and cohesive devices. |
| B2 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can structure longer texts in clear, logical paragraphs. |
| B2 | Communicative Language Competences | Pragmatic | Propositional precision | NA | NA | Can pass on detailed information reliably. |
| B2 | Communicative Language Competences | Pragmatic | Propositional precision | NA | NA | Can communicate the essential points even in more demanding situations, though his/her language lacks expressive power and idiomaticity. |
| B2 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Can communicate spontaneously, often showing remarkable fluency and ease of expression in even longer complex stretches of speech. |
| B2 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses. |
| B2 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Can interact with a degree of fluency and spontaneity that makes regular interaction with speakers of the target language quite possible without imposing strain on either party. |
| B2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can always express his/her own opinion, even when the positions taken and opinions expressed by others are being presented. |
| B2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can express the same content in different language. |
| B2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can alternate between productive and lexical signing. |
| B2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can communicate information using only productive signing, without lexical signs. |
| B2 | Signing Competences | Linguistic | Sign language repertoire | NA | NA | Can replace lexical signing with productive signing, for example by using classifier predicates. |
| B2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can situate the different contents/actions in the text sensibly in the signing space in order to structure the text. |
| B2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can maintain full consistency in the references of proforms (classifiers, indexing, etc) in short texts. |
| B2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can use the signing space in a conscious manner, for example the right side for 'for' and the left side for 'against.' |
| B2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can use a large or a small signing space, dependent on the situation. |
| B2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can link productive signing with indicators of time (timelines). |
| B2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can employ appropriate timelines in order to indicate the point in time or the duration of an event (for the temporal relations: simultaneously, beforehand/afterwards, after another). |
| B2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can express how one does something (with X; without Y). |
| B2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can express different temporal relationships (3 relationships: simultaneously; before and after; one after another). |
| B2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can employ upper body posture when indicating timelines. |
| B2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can exploit an appropriate timeline in order to place past, present and future events in the correct relationship to each other. |
| B2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | Can exploit variation in the sign order of a sentence in order to highlight something (eg SVO, SOV, OSV). |
| B2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can structure content into categories/topics, situate these in the signing space, and then refer to them through indexing. |
| B2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can structure the text logically, maintaining a clear development. |
| B2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can deliver all of the contents and parts that are expected for the type of text concerned. |
| B2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can employ a metalanguage (eg to orientate the reader by explaining explicitly in the text the order in which he/she is doing things. |
| B2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can create appropriate transitions and links between the different sections of the text. |
| B2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can highlight the most important aspects of a topic. |
| B2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can employ rhetoric questions to structure a text. |
| B2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can employ the rules that concern going from the general to details. |
| B2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can indicate the temporal relationships between the different things related in a report. |
| B2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can briefly introduce the explanation of a term in the course of a text, when and if this is necessary. |
| B2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can use the signing space correctly whilst presenting an interaction between more than two people (eg family dinner) as a roleplay. |
| B2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can correctly introduce and play different roles. |
| B2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can present a simple action or event from the perspective of a participant. |
| B2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can present a simple action or event from the perspective of an observer/narrator. |
| B2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can linguistically correctly construct a new setting when a new topic or situation etc occurs in the text. |
| B2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can construct a setting using just mimic and the representation of different shapes. |
| B2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can present a change of scene, place or person comprehensibly. |
| B2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can slip into the role of a character, for example in order to demonstrate feelings. |
| B2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can indicate a change of role with body posture and/or the direction of vision. |
| B2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can contribute unconventional and original reflections on the topic concerned in a linguistically skilful manner. |
| B2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can creatively give his/her imagination and mental images form in language. |
| B2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can chose from a broad variety of non-manual means (eg mimic) to build up suspense and excitement. |
| B2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can bring an audience to experience strong emotions (laughing, crying...). |
| B2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can describe an event in an exciting way. |
| B2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can express complicated emotional states with mimic and gesture. |
| B2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can make relevant comparisons that help the recipient better to grasp the information concerned. |
| B2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can stimulate/awaken curiosity on the part of the recipient with regard to the ending to a text. |
| B2 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can sign at a fluent pace, even though some pauses for planning are still necessary. |
| B2 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can relate fluently in sign language a story that he/she knows. |
| B2 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can hold a sign with the one hand in order to demonstrate something static (hold), whilst simultaneously using the other hand to continue signing. |
| B2 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can sign at a comfortable pace, without needing to think about the individual signs. |
| B2 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can use pauses for effect at appropriate points. |
| B2 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can rhythmically represent the stages of a movement or activity (leafs falling down; hail). |
| B2 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can use the finger alphabet to spell fluently, producing ergonomic designs rather than single letters. |
| B2 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can gauge whether the public concerned is familiar with deafness and explain things explicitly if necessary. |
| B2 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can produce lexicalised signs of different registers. |
| B2 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can explain facts and events that are important in the culture of the deaf. |
| B2 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can adopt the appropriate formal register in order to maintain distance to the reported issue. |
| B2 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can indicate someone's social status through different manual performance of signs. |
| B2 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | ** Can describe and evaluate the viewpoints and practices of his/her own and other social groups, showing awareness of the implicit values on which judgments and prejudices are frequently based. |
| B2 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | ** Can interpret and explain a document or event from another culture and relate it to documents or events from his/her own culture(s)/ and/or from cultures he/she is familiar document or event from another culture with. |
| B2 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can discuss the objectivity and balance of information and opinions expressed in the media about his/her own and other communities. |
| B2 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can identify and reflect on similarities and differences in culturally-determined behaviour patterns (eg gestures and speech volume) and discuss their significance in order to negotiate mutual understanding. |
| B2 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can, in an intercultural encounter, recognise that what one normally takes for granted in a particular situation is not necessarily shared by others, and can react and express him/herself appropriately. |
| B2 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can generally interpret cultural cues appropriately in the culture concerned. |
| B2 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can reflect on and explain particular ways of communicating in his/her own and other cultures, and the risks of misunderstanding they generate. |
| B2 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | Can use his/her knowledge of contrasting genre conventions and textual pattern in languages in his/her plurilingual repertoire in order to support comprehension. |
| B2 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | ** Can recognise the extent to which it is appropriate to make flexible use of different languages in his/her plurilingual repertoire in a specific situation, in order to increase the efficiency of communication. |
| B2 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | ** Can alternate efficiently between languages in his/her plurilingual repertoire in order to facilitate comprehension with and between third parties who lack a common language. |
| B2 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | ** Can introduce into an utterance an expression from another language in his/her plurilingual repertoire that is particularly apt for the situation/concept being discussed, explaining it for the interlocutor when necessary. |
| B2 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can alternate between languages in his/her plurilingual repertoire in order to communicate specialised information and issues on a subject in his field of interest to different interlocutors. |
| B2 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can make use of different languages in his/her plurilingual repertoire during collaborative interaction, in order to clarify the nature of a task, the main steps, the decisions to be taken, the outcomes expected. |
| B2 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can make use of different languages in his/her plurilingual repertoire to encourage other people to use the language in which they feel more comfortable |
| B2+ | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can formulate an appropriate introduction and conclusion for a text. |
| B2+ | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can whilst concluding establish a thematic reference back to the introduction. |
| B2+ | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can organise and formulate given content following his/her own guiding principles. |
| B2+ | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can provide recipient who are not in presence with all the necessary information about the context, so that they can follow he/she has to say. |
| B2+ | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can group different pieces of information thematically. |
| B2+ | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can present with images the way an event / an organisation is structured. |
| B2+ | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can use pauses to structure a text, for example pausing between different arguments. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can identify the attitude of each speaker in an animated discussion characterised by overlapping turns, digressions and colloquialisms that is delivered at a natural speed in accents that are familiar to the listener. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can follow most lectures, discussions and debates with relative ease. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can extract specific information from poor quality, audibly distorted public announcements eg in a station, sports stadium etc. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand complex technical information, such as operating instructions, specifications for familiar products and services. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | Can understand a wide range of recorded and broadcast audio material, including some non-standard usage, and identify finer points of detail including implicit attitudes and relationships between speakers. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Overall reading comprehension | Can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of speciality, provided he/she can reread difficult sections. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Overall reading comprehension | Can understand a wide variety of texts including literary writings, newspaper or magazine articles, and specialised academic or professional publications, provided that there are opportunities for re-reading and he/she has access to reference tools. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand any correspondence given the occasional use of a dictionary. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand implicit as well as explicit attitudes, emotions and opinions expressed in emails, discussion forums, blogs etc, provided that there are opportunities for re-reading and he/she has access to reference tools. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand slang, idiomatic expressions and jokes in private correspondence. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | No descriptors available; see B2 |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of speciality, provided he/she can reread difficult sections. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can understand in detail lengthy, complex instructions on a new machine or a new procedure, whether or not the instructions relate to his/her own area of speciality, provided he/she can reread difficult sections. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can read and appreciate a variety of literary texts, provided that he/she can reread certain sections and that he/she can access reference tools if he/she wishes. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can read contemporary literary texts and non-fiction written in the standard form of the language with little difficulty and with appreciation of implicit meanings and ideas. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | Watching tv, film and video | Can follow films employing a considerable degree of slang and idiomatic usage. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | Watching tv, film and video | Can understand in detail the arguments presented in demanding television broadcasts such as current affairs programmes, interviews, discussion programmes and chat shows. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | Watching tv, film and video | Can understand nuances and implied meaning in most films, plays and TV programmes, provided these are delivered in the standard language. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Is skilled at using contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate what will come next. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Overall spoken production | Can give clear, detailed descriptions and presentations on complex subjects, integrating sub themes, developing particular points and rounding off with an appropriate conclusion. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can give clear, detailed descriptions of complex subjects. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can give elaborate descriptions and narratives, integrating sub themes, developing particular points and rounding off with an appropriate conclusion. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: giving information | Can communicate clearly detailed distinctions between ideas, concepts and things that closely resemble one other. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: giving information | Can give instructions on carrying out a series of complex professional or academic procedures. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can argue a case on a complex issue, formulating points precisely and employing emphasis effectively. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | Can develop an argument systematically in well-structured speech, taking into account the interlocutor's perspective, highlighting significant points with supporting examples and concluding appropriately. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Public announcements | Can deliver announcements fluently, almost effortlessly, using stress and intonation to convey finer shades of meaning precisely. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can give a clear, well-structured presentation of a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can structure a longer presentation appropriately in order to help the audience follow the sequence of ideas and understand the overall argumentation. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can speculate or hypothesise in presenting a complex subject, comparing and evaluating alternative proposals and arguments. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can handle interjections well, responding spontaneously and almost effortlessly. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Overall written production | Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Overall written production | Can employ the structure and conventions of a variety of written genres, varying the tone, style and register according to addressee, text type and theme. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write clear, detailed, well-structured and developed descriptions and imaginative texts in an assured, personal, natural style appropriate to the reader in mind. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can incorporate idiom and humour, though use of the latter is not always appropriate. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write a detailed critical review of cultural events (eg plays, films, concerts) or literary works. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can write clear, well-structured expositions of complex subjects, underlining the relevant salient issues. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can expand and support points of view at some length with subsidiary points, reasons and relevant examples. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can write a suitable introduction and conclusion to a longer report, article or dissertation on a complex academic or professional topic provided that the topic is within his/her field of interest and there are opportunities for redrafting and revision. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Planning | Can, when preparing a more formal spoken or written text, consciously adopt the conventions linked to the particular type of text concerned (structure, level of formality and other conventions). |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Compensating | Can exploit his/her range of vocabulary options creatively so as to readily and effectively use circumlocution in almost all situations. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Monitoring and repair | Can backtrack when he/she encounters a difficulty and reformulate what he/she wants to say without fully interrupting the flow of speech. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Monitoring and repair | Can self-correct with a high degree of effectiveness. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can express him/herself fluently and spontaneously, almost effortlessly. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Understanding an interlocutor | Can understand in detail speech on abstract and complex topics of a specialist nature beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can easily follow and contribute to complex interactions between third parties in group discussion even on abstract, complex unfamiliar topics. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can easily keep up with the debate, even on abstract, complex unfamiliar topics. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can argue a formal position convincingly, responding to questions and comments and answering complex lines of counter argument fluently, spontaneously and appropriately. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can restate, evaluate and challenge contributions from other participants about matters within his/her academic or professional competence. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can make critical remarks or express disagreement diplomatically. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can follow up questions by probing for more detail and can reformulate questions if these are misunderstood. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | Can frame a discussion to decide a course of action with a partner or group, reporting on what others have said, summarising, elaborating and weighing up multiple points of view. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can negotiate complex or sensitive transactions in public, professional or academic life. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | No descriptors available; see B2 |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can participate fully in an interview, as either interviewer or interviewee, expanding and developing the point being discussed fluently without any support, and handling interjections well. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | Can use telecommunications effectively for most professional or personal purposes. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Overall written interaction | Can express him/herself with clarity and precision, relating to the addressee flexibly and effectively. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can express him/herself with clarity and precision in personal correspondence, using language flexibly and effectively, including emotional, allusive and joking usage. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can, with good expression and accuracy, write formal correspondence such as letters of clarification, application, recommendation, reference, complaint, sympathy and condolence. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Notes, messages and forms | No descriptors available; see B2 |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can engage in real-time online exchanges with several participants, understanding the communicative intentions and cultural implications of the various contributions. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can participate effectively in live, online professional or academic discussion, asking for and giving further clarification of complex, abstract issues as necessary. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can adapt his/her register according to the context of online interaction, moving from one register to the other within the same exchange if necessary. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can evaluate, re-state and challenge arguments in professional or academic live online chat and discussion. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can coordinate a group who are working on a project online, formulating and revising detailed instructions, evaluating proposals from team members and providing clarifications in order to accomplish the shared tasks. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can deal with complex online transactions in a service role (eg applications with complicated requirements), adjusting language flexibly to manage the discussion and negotiation. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can participate in complex projects requiring collaborative writing and redrafting as well as other forms of online collaboration, following and relaying instructions with precision in order to reach the goal. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can deal effectively with communication problems and cultural issues that arise in an online collaborative or transactional exchange by reformulating, clarifying and exemplifying through media (visual, audio, graphic). |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | Can select a suitable phrase from a readily available range of discourse functions to preface his/her remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | Can relate own contribution skilfully to those of other speakers. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | Can ask for explanation or clarification to ensure he/she understands complex, abstract ideas in professional or academic contexts, live or online. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can act effectively as a mediator, helping to maintain positive interaction by interpreting different perspectives, managing ambiguity, anticipating misunderstandings and intervening diplomatically in order to redirect talk. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can build on different contributions to a discussion, stimulating reasoning with a series of questions. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can convey clearly and fluently in well- structured language the significant ideas in long, complex texts, whether or not they relate to his/her own fields of interest, including evaluative aspects and most nuances. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can explain (in Language B) the relevance of specific information found in a particular section of a long, complex text (written in Language A). |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in writing | No descriptors available; see B2 |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in speech (eg in graphs, diagrams, charts etc) | Can interpret and describe clearly and reliably (in Language B) the salient points and details contained in complex diagrams and other visually organised information (with text in Language A) on complex academic or professional topics. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in writing (eg in graphs, diagrams, charts etc) | Can interpret and present clearly and reliably in writing (in Language B) the salient, relevant points contained in complex diagrams and other visually organised data(with text in Language A) on complex academic or professional topics. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise in (Language B) long, demanding texts (in Language A). |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise (in Language B) discussion (in Language A) on matters within his/her academic or professional competence, elaborating and weighing up different points of view and identifying the most significant points. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can summarise clearly in well-structured speech (in Language B) the main points made in complex spoken and written texts (in Language A) in fields of specialisation other than his/her own, although he/she may occasionally check particular technical concepts. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can explain (in Language B) subtle distinctions in the presentation of facts and arguments (in Language A). |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can exploit information and arguments from a complex spoken or written text (in Language A) to talk about a topic (in Language B), glossing with evaluative comments, adding his/her opinion, etc. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can explain (in Language B) the attitude or opinion expressed in a spoken or written text (in Language A) on a specialised topic, supporting inferences he/she makes with reference to specific passages in the original. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can summarise in writing (in Language B) long, complex texts (written in Language A), interpreting the content appropriately, provided that he/she can occasionally check the precise meaning of unusual, technical terms. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can summarise in writing a long and complex text (in Language A) (eg academic or political analysis article, novel extract, editorial, literary review, report, or extract from a scientific book) for a specific audience, respecting the style and register of the original. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in speech | Can provide fluent spoken translation into (Language B) of complex written texts written in (Language A) on a wide range of general and specialised topics, capturing most nuances. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in writing | Can translate into (Language B)abstract texts on social, academic and professional subjects in his/her field written in (Language A), successfully conveying evaluative aspects and arguments, including many of the implications associated with them, though some expression may be over-influenced by the original. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | Can take detailed notes during a lecture on topics in his/her field of interest, recording the information so accurately and so close to the original that the notes could also be used by other people. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | Can make decisions about what to note down and what to omit as the lecture or seminar proceeds, even on unfamiliar matters. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | Can select relevant, detailed information and arguments on complex, abstract topics from multiple spoken sources (eg lectures, podcasts, formal discussions and debates, interviews etc), provided that standard language is delivered at normal speed in one of the range of accents familiar to the listener. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can describe in detail his/her personal interpretation of a work, outlining his/her reactions to certain features and explaining their significance. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can outline his/her interpretation of a character in a work: their psychological/emotional state, the motives for their actions and the consequences of these actions. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can give his/her personal interpretation of the development of a plot, the characters and the themes in a story, novel, film or play. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can critically appraise a wide variety of texts including literary works of different periods and genres. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can evaluate the extent to which a work meets the conventions of its genre. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can describe and comment on ways in which the work engages the audience (eg by building up and subverting expectations). |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | Can show sensitivity to different perspectives within a group, acknowledging contributions and formulating any reservations, disagreements or criticisms in such a way as to avoid or minimize any offence. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | Can develop the interaction and tactfully help steer it towards a conclusion. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | Can frame a discussion to decide a course of action with a partner or group, reporting on what others have said, summarising, elaborating and weighing up multiple points of view. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | Can evaluate problems, challenges, and proposals in a collaborative discussion in order to decide the way forward. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | Can highlight inconsistencies in thinking, and challenge others' ideas in the process of trying to reach a consensus. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | Can organise a varied and balanced sequence of plenary, group and individual work, ensuring smooth transitions between the phases. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | Can intervene diplomatically in order to redirect talk, prevent one person dominating or to confront disruptive behaviour. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can ask a series of open questions that build on different contributions in order to stimulate logical reasoning (eg hypothesising, inferring, analysing, justifying, and predicting). |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can act as mediator in intercultural encounters, contributing to a shared communication culture by managing ambiguity offering advice and support, and heading off misunderstandings. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can anticipate how people might misunderstand what has been said or written and help to maintain positive interaction by commenting on and interpreting different cultural perspectives on the issue concerned. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Acting as intermediary in informal situations (with friends and colleagues) | Can communicate fluently in (Language B) the sense of what is said in (Language A) on a wide range of subjects of personal, academic and professional interest, conveying significant information clearly and concisely as well as explaining cultural references. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can demonstrate sensitivity to different viewpoints, using repetition and paraphrase to demonstrate detailed understanding of each party's requirements for an agreement. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can formulate a diplomatic request to each side in a disagreement to determine what is central to their position, and what they may be willing to give up under certain circumstances. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can use persuasive language to suggest that parties in disagreement shift towards a new position. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Linking to previous knowledge | Can spontaneously pose a series of questions to encourage people to think about their prior knowledge of an abstract issue and to help them establish a link to what is going to be explained. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Adapting language | Can explain technical terminology and difficult concepts when communicating with non-experts about matters within his/her field of specialisation. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Adapting language | Can adapt his/her language (eg syntax, idiomaticity, jargon) in order to make a complex specialist topic accessible to recipients who are not familiar with it. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Adapting language | Can paraphrase and interpret complex, technical texts, using suitably non-technical language for a listener who does not have specialist knowledge. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Breaking down complicated information | Can facilitate understanding of a complex issue by highlighting and categorising the main points, presenting them in a logically connected pattern and reinforcing the message by repeating the key aspects in different ways. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Amplifying a dense text | Can make complex, challenging content more accessible by explaining difficult aspects more explicitly and adding helpful detail. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Amplifying a dense text | Can make the main points contained in a complex text more accessible to the target audience by adding redundancy, explaining and modifying style and register. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Amplifying a dense text | Can make the content of a text on a subject in his/her fields of interest more accessible to a target audience by adding examples, reasoning and explanatory comments. |
| C1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Streamlining a text | Can reorganise a complex source text in order to focus on the points of most relevance to target audience. |
| C1 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Can use a broad range of complex grammatical structures appropriately and with considerable flexibility. |
| C1 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Can select an appropriate formulation from a broad range of language to express him/herself clearly, without having to restrict what he/she wants to say. |
| C1 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions; little obvious searching for expressions or avoidance strategies. |
| C1 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Can select from several vocabulary options in almost all situations by exploiting synonyms of even less common words. |
| C1 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Has a good command of common idiomatic expressions and colloquialisms; can play with words fairly well. |
| C1 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Can understand and use appropriately the range of technical vocabulary and idiomatic expressions common to his/ her area of specialisation. |
| C1 | Communicative Language Competences | Linguistic | Grammatical accuracy | NA | NA | Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot. |
| C1 | Communicative Language Competences | Linguistic | Vocabulary control | NA | NA | Uses less common vocabulary idiomatically and appropriately. |
| C1 | Communicative Language Competences | Linguistic | Vocabulary control | NA | NA | Occasional minor slips, but no significant vocabulary errors. |
| C1 | Communicative Language Competences | Linguistic | Phonological Control | Overall phonological control | NA | Can employ the full range of phonological features in the target language with sufficient control to ensure intelligibility throughout. |
| C1 | Communicative Language Competences | Linguistic | Phonological Control | Overall phonological control | NA | Can articulate virtually all the sounds of the target language; some features of accent retained from other language(s) may be noticeable, but they do not affect intelligibility. |
| C1 | Communicative Language Competences | Linguistic | Phonological Control | Sound articulation | NA | Can articulate virtually all of the sounds of the target language with a high degree of control. |
| C1 | Communicative Language Competences | Linguistic | Phonological Control | Sound articulation | NA | He/she can usually self-correct if he/she noticeably mispronounces a sound. |
| C1 | Communicative Language Competences | Linguistic | Phonological Control | Prosodic features | NA | Can produce smooth, intelligible spoken discourse with only occasional lapses in control of stress, rhythm and/or intonation, which do not affect intelligibility or effectiveness. |
| C1 | Communicative Language Competences | Linguistic | Phonological Control | Prosodic features | NA | Can vary intonation and place stress correctly in order to express precisely what he/she means to say. |
| C1 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | Layout, paragraphing and punctuation are consistent and helpful. |
| C1 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | Spelling is accurate, apart from occasional slips of the pen. |
| C1 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts; may, however, need to confirm occasional details, especially if the accent is unfamiliar. |
| C1 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can understand humour, irony and implicit cultural references and pick up nuances of meaning. |
| C1 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can follow films employing a considerable degree of slang and idiomatic usage. |
| C1 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage. |
| C1 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can adjust his/her level of formality (register and style) to suit the social context: formal, informal or colloquial as appropriate and maintain a consistent spoken register. |
| C1 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can frame critical remarks or express strong disagreement diplomatically. |
| C1 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | Can make a positive impact on an intended audience by effectively varying style of expression and sentence length, use of advanced vocabulary and word order. |
| C1 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | Can modify his/her expression to express degrees of commitment or hesitancy, confidence or uncertainty. |
| C1 | Communicative Language Competences | Pragmatic | Turntaking | NA | NA | Can select a suitable phrase from a readily available range of discourse functions to preface his/her remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking. |
| C1 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can use the conventions of the type of text concerned to hold the target reader's attention and communicate complex ideas. |
| C1 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can give elaborate descriptions and narratives, integrating sub themes, developing particular points and rounding off with an appropriate conclusion. |
| C1 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can write a suitable introduction and conclusion to a long, complex text. |
| C1 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can expand and support main points at some length with subsidiary points, reasons and relevant examples. |
| C1 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices. |
| C1 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can produce well-organised, coherent text, using a variety of cohesive devices and organisational patterns. |
| C1 | Communicative Language Competences | Pragmatic | Propositional precision | NA | NA | Can qualify opinions and statements precisely in relation to degrees of, for example, certainty/ uncertainty, belief/doubt, likelihood etc. |
| C1 | Communicative Language Competences | Pragmatic | Propositional precision | NA | NA | Can make effective use of linguistic modality to signal the strength of a claim, an argument or a position. |
| C1 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Can express him/herself fluently and spontaneously, almost effortlessly. |
| C1 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Only a conceptually difficult subject can hinder a natural, smooth flow of language. |
| C1 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | No descriptors available; see B2+ |
| C1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can develop a convincing, logical argument (thesis, justification, exemplification, conclusion). |
| C1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can emphasise certain aspects of a complex topic. |
| C1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can structure complex content in a sensible way. |
| C1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can employ different types of argumentative texts (eg an explanatory text outlining arguments for and against something, or a text giving detailed background and exploring an issue in depth. |
| C1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can treat a very wide range of topics, introducing and concluding each one appropriately. |
| C1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can effortlessly employ manual and non-manual, lexical and productive cohesive devices to structure the text. |
| C1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can adapt the linguistic cohesive devices employed appropriately to the internal structure of the text. |
| C1 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can construct the message of a text from general statements to specific details. |
| C1 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can switch between different perspectives. |
| C1 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can create a complex 3-D image including objects in motion. |
| C1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can prepare well, so that whilst signing he/she does not need to think about content. |
| C1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Appears calm and relaxed when signing, even when a high degree of concentration is required. |
| C1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can give the characters in a story their own individual linguistic profile (style, tone, register etc). |
| C1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can use language to develop a narrative in such a way that the recipient can become immersed in what is happening in the story. |
| C1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can alter the pace of signing (from slow to fast) in order to build up suspense. |
| C1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can lead the recipients to be carried away with enthusiasm. |
| C1 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can employ exaggeration appropriately and effectively. |
| C1 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can sign rapidly in a steady rhythm. |
| C1 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can sign a longer text fluently and rhythmically. |
| C1 | Signing Competences | Pragmatic | Signing fluency | NA | NA | Can employ an extended hold of a sign (hold) as a rhetoric or prosodic feature. |
| C1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can respect sociocultural norms in producing texts, eg appropriate register, forms of politeness, status, taboos. |
| C1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can adapt his/her register to the audience concerned. |
| C1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can switch between formal and informal registers without effort. |
| C1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can express non-lexical difference of register through both manual and non-manual means. |
| C1 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | Can tell a joke that relates to the culture of the deaf. |
| C1 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can identify differences in socio-linguistic/-pragmatic conventions, critically reflect on them, and adjust his/her communication accordingly. |
| C1 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can sensitively explain the background to, interpret and discuss aspects of cultural values and practices drawing on intercultural encounters, reading, film, etc. |
| C1 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can explain his/her interpretation of the cultural assumptions, preconceptions, stereotypes, and prejudices of his/her own community and of other communities that he/she is familiar with. |
| C1 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can deal with ambiguity in cross-cultural communication and express his/her reactions constructively and culturally appropriately in order to bring clarity. |
| C1 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | No descriptors available, see B2 |
| C1 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can alternate between languages flexibly to facilitate communication in a multilingual context, summarising and glossing in different languages in his/her plurilingual repertoire contributions to the discussion and texts referred to. |
| C1 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can participate effectively in a conversation in two or more languages in his/her plurilingual repertoire, adjusting to the changes of language and catering to the needs and linguistic skills of the interlocutors. |
| C1 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can use and explain specialised terminology from another languages in his/her plurilingual repertoire more familiar to the interlocutor(s), in order to improve understanding in a discussion of abstract and specialised topics. |
| C1 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can respond spontaneously and flexibly in the appropriate language when someone else changes to another language in his/her plurilingual repertoire. |
| C1 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can support comprehension and discussion of a text spoken or written in one language by explaining, summarising, clarifying and expanding it in (an) other language(s) in his/her plurilingual repertoire. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | Can identify the sociocultural implications of most of the language used in colloquial discussions that take place at a natural speed. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can follow specialised lectures and presentations employing colloquialism, regional usage or unfamiliar terminology. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can make appropriate inferences when links or implications are not made explicit. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | Can get the point of jokes or allusions in a presentation. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Overall reading comprehension | Can understand virtually all forms of the written language including abstract, structurally complex, or highly colloquial literary and non-literary writings. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Overall reading comprehension | Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand specialised, formal correspondence on a complex topic. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | No descriptors available; see B2 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand the finer points and implications of a complex report or article even outside his/her area of specialisation. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | Can read virtually all forms of the written language including classical or colloquial literary and non-literary writings in different genres, appreciating subtle distinctions of style and implicit as well as explicit meaning. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | Watching tv, film and video | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Overall spoken production | Can produce clear, smoothly flowing well-structured speech with an effective logical structure which helps the recipient to notice and remember significant points. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can give clear, smoothly flowing, elaborate and often memorable descriptions. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: giving information | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Public announcements | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience's needs. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | Can handle difficult and even hostile questioning. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Overall written production | Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader to find significant points. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can write clear, smoothly flowing and engaging stories and descriptions of experience in a style appropriate to the genre adopted. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | Can exploit idiom and humour appropriately to enhance the impact of the text. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can produce clear, smoothly flowing, complex reports, articles or essays which present a case, or give critical appreciation of proposals or literary works. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can provide an appropriate and effective logical structure which helps the reader to find significant points. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | Can set out multiple perspectives on complex academic or professional topics, clearly distinguishing his/her own ideas and opinions from those in the sources. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Planning | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Compensating | Can substitute an equivalent term for a word he/she can't recall so smoothly that it is scarcely noticeable. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Monitoring and repair | Can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Understanding an interlocutor | Can understand any interlocutor, even on abstract and complex topics of a specialist nature beyond his/her own field, given an opportunity to adjust to a less familiar accent. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can converse comfortably and appropriately, unhampered by any linguistic limitations in conducting a full social and personal life. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | Can advise on or talk about sensitive issues without awkwardness, understanding colloquial references and dealing diplomatically with disagreement and criticism. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can hold his/her own in formal discussion of complex issues, putting an articulate and persuasive argument, at no disadvantage to other speakers. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can advise on/handle complex, delicate or contentious issues, provided he/she has the necessary specialised knowledge. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | Can deal with hostile questioning confidently, hold on to his/her turn to speak and diplomatically rebut counter-arguments. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | No descriptors available; see B2 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | Can keep up his/her side of the dialogue extremely well, structuring the talk and interacting authoritatively with effortless fluency as interviewer or interviewee, at no disadvantage to other speakers. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | Can use telecommunications confidently and effectively for both personal and professional purposes, even if there is some interference or the caller has a less familiar accent. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Overall written interaction | Can express him/herself in an appropriate tone and style in virtually any type of formal and informal written interaction. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write virtually any type of correspondence necessary in the course of his/her professional life in an appropriate tone and style. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Notes, messages and forms | No descriptors available; see B2 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can express him/herself with clarity and precision in real-time online discussion, adjusting language flexibly and sensitively to context, including emotional, allusive and joking usage. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can anticipate and deal effectively with possible misunderstandings (including cultural ones), communication issues and emotional reactions occurring in an online discussion. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can easily and quickly adapt his/her register and style to suit different online environments, communication purposes and speech acts. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can resolve misunderstandings and deal effectively with frictions that arise during the collaborative process. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can provide guidance and add precision to the work of a group at the redrafting and editing stages of collaborative work |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | Can link contributions skilfully to those of other speakers, widen the scope of the interaction and help steer it towards an outcome. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can mediate effectively and naturally, taking on different roles according to the needs of the people and situation involved, identifying nuances and undercurrents and guiding a sensitive or delicate discussion. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | Can explain in clear, fluent, well- structured language the way facts and arguments are presented, conveying evaluative aspects and most nuances precisely, and pointing out sociocultural implications (eg use of register, understatement, irony and sarcasm). |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | No descriptors available; see C1 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in writing | No descriptors available; see B2 |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in speech (eg in graphs, diagrams, charts etc) | Can interpret and describe clearly and reliably (in Language B) various forms of empirical data and visually organised information (with text in Language A) from conceptually complex research concerning academic or professional topics. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in writing (eg in graphs, diagrams, charts etc) | Can interpret and present in writing (in Language B) various forms of empirical data (with text in Language A) from conceptually complex research concerning academic or professional topics. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | Can explain (in Language B) inferences when links or implications are not made explicit (in Language A), and point out sociocultural implications of the speaker/writer's form of expression (eg understatement, irony, sarcasm). |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can explain in writing (in Language B) the way facts and arguments are presented in a text (in Language A), particularly when someone else's position is being reported, drawing attention to the writer's use of understatement, veiled criticism, irony, and sarcasm. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | Can summarise information from different sources, reconstructing arguments and accounts in a coherent presentation of the overall result. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in speech | Can provide fluent spoken translation into (Language B) of abstract texts written in (Language A) on a wide range of subjects of personal, academic and professional interest, successfully conveying evaluative aspects and arguments, including the nuances and implications associated with them. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in writing | Can translate into (Language B) technical material outside his/her field of specialisation written in (Language A), provided subject matter accuracy is checked by a specialist in the field concerned. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | Can, whilst continuing to participate in a meeting or seminar, create reliable notes (or minutes) for people who are not present, even when the subject matter is complex and/or unfamiliar. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | Is aware of the implications and allusions of what is said and can make notes on them as well as on the actual words used by the speaker. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | Can make notes selectively, paraphrasing and abbreviating successfully to capture abstract concepts and relationships between ideas. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | No descriptor available |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can give a critical appraisal of work of different periods and genres (novels, poems, and plays), appreciating subtle distinctions of style and implicit as well as explicit meaning. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can recognise the finer subtleties of nuanced language, rhetorical effect, and stylistic language use (eg metaphors, abnormal syntax, ambiguity), interpreting and 'unpacking' meanings and connotations. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can critically evaluate the way in which structure, language and rhetorical devices are exploited in a work for a particular purpose and give a reasoned argument on their appropriateness and effectiveness. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can give a critical appreciation of the deliberate breach of linguistic conventions in a piece of writing. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | No descriptors available |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | Can summarize, evaluate and link the various contributions in order to facilitate agreement for a solution or way forward. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | Can take on different roles according to the needs of the participants and requirements of the activity (resource person, mediator, supervisor, etc) and provide appropriate individualised support. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | Can recognise undercurrents in interaction and take appropriate steps accordingly to guide the direction of the talk. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | Can effectively lead the development of ideas in a discussion of complex abstract topics, guiding the direction of the talk by targeting questions and encouraging others to elaborate on their reasoning. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can mediate effectively and naturally between members of his/her own and other communities, taking account of sociocultural and sociolinguistic differences. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | Can guide a sensitive discussion effectively, identifying nuances and undercurrents. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Acting as intermediary in informal situations (with friends and colleagues) | Can communicate in clear, fluent, well-structured (Language B) the sense of what is said in (Language A) on a wide range of general and specialised topics, maintaining appropriate style and register, conveying finer shades of meaning and elaborating on sociocultural implications. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can deal tactfully with a disruptive participant, framing any remarks diplomatically in relation to the situation and cultural perceptions. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can confidently take a firm but diplomatic stance over an issue of principle, while showing respect for the viewpoint of others. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Linking to previous knowledge | Can introduce complex concepts (eg scientific notions) by providing extended definitions and explanations which draw upon assumed previous knowledge. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Adapting language | Can adapt the language of a very wide range of texts in order to present the main content in a register and degree of sophistication and detail appropriate to the audience concerned. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Breaking down complicated information | Can facilitate understanding of a complex issue by explaining the relationship of parts to the whole and encourage different ways of approaching it. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Amplifying a dense text | Can elucidate the information given in texts on complex academic or professional topics by elaborating and exemplifying. |
| C2 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Streamlining a text | Can redraft a complex source text, improving coherence, cohesion and the flow of an argument, whilst removing sections unnecessary for its purpose |
| C2 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Can exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity. |
| C2 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | No signs of having to restrict what he/she wants to say. |
| C2 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | Has a good command of a very broad lexical repertoire including idiomatic expressions and colloquialisms; shows awareness of connotative levels of meaning. |
| C2 | Communicative Language Competences | Linguistic | Grammatical accuracy | NA | NA | Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (eg in forward planning, in monitoring others' reactions). |
| C2 | Communicative Language Competences | Linguistic | Vocabulary control | NA | NA | Consistently correct and appropriate use of vocabulary. |
| C2 | Communicative Language Competences | Linguistic | Phonological Control | Overall phonological control | NA | Can employ the full range of phonological features in the target language with a high level of control - including prosodic features such as word and sentence stress, rhythm and intonation - so that the finer points of his/her message are clear and precise. |
| C2 | Communicative Language Competences | Linguistic | Phonological Control | Overall phonological control | NA | Intelligibility and effective conveyance of and enhancement of meaning are not affected in any way by features of accent that may be retained from other language(s). |
| C2 | Communicative Language Competences | Linguistic | Phonological Control | Sound articulation | NA | Can articulate virtually all the sounds of the target language with clarity and precision. |
| C2 | Communicative Language Competences | Linguistic | Phonological Control | Prosodic features | NA | Can exploit prosodic features (eg stress, rhythm and intonation) appropriately and effectively in order to convey finer shades of meaning (eg to differentiate and emphasise). |
| C2 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | Writing is orthographically free of error. |
| C2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can mediate effectively and naturally between speakers of the target language and of his/her own community, taking account of sociocultural and sociolinguistic differences. |
| C2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. |
| C2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Appreciates virtually all the sociolinguistic and sociocultural implications of language used by proficient speakers of the target language and can react accordingly. |
| C2 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | Can effectively employ, both orally and in writing, a wide variety of sophisticated language to command, argue, persuade, dissuade, negotiate and counsel. |
| C2 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | Shows great flexibility reformulating ideas in differing linguistic forms to give emphasis, to differentiate according to the situation, interlocutor etc and to eliminate ambiguity. |
| C2 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | No descriptors available; see C1 |
| C2 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | Can use the conventions of the type of text concerned with sufficient flexibility to communicate complex ideas in an effective way, holding the target reader's attention with ease and fulfilling all communicative purposes. |
| C2 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | Can create coherent and cohesive text making full and appropriate use of a variety of organisational patterns and a wide range of cohesive devices. |
| C2 | Communicative Language Competences | Pragmatic | Propositional precision | NA | NA | Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of qualifying devices (eg adverbs expressing degree, clauses expressing limitations). |
| C2 | Communicative Language Competences | Pragmatic | Propositional precision | NA | NA | Can give emphasis, differentiate and eliminate ambiguity. |
| C2 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Can express him/herself at length with a natural, effortless, unhesitating flow. |
| C2 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Pauses only to reflect on precisely the right words to express his/her thoughts or to find an appropriate example or explanation. |
| C2 | Signing Competences | Linguistic | Diagrammatical accuracy | NA | NA | No descriptors available; see B2+ |
| C2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can mention in passing several other places and people, without losing his/her thread. |
| C2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can systematically justify his/her opinions, for example logically, morally and pragmatically. |
| C2 | Signing Competences | Pragmatic | Sign text structure | NA | NA | Can effortlessly use stylistic and rhetoric means to effectively develop his/her contribution. |
| C2 | Signing Competences | Pragmatic | Setting and perspectives | NA | NA | Can present a complex action or event by playing different roles and taking different perspectives. |
| C2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can be creative, without losing his train of thought. |
| C2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can use a wide range of different ways to build up suspense and excitement (eg mimic, rhetoric questions, varying rhythm, and roleplay). |
| C2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can effortlessly and playfully employ hand shapes as an aesthetic element, so that creative forms of language emerge. |
| C2 | Signing Competences | Pragmatic | Presence and effect | NA | NA | Can present thoughts and feelings in an artistic way by using a selection of signs and mimic appropriate to them. |
| C2 | Signing Competences | Pragmatic | Signing fluency | NA | NA | No descriptors available; see C1 |
| C2 | Signing Competences | Sociolinguistic | Sociolinguistic appropriateness and cultural repertoire | NA | NA | No descriptors available; see C1 |
| C2 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | Can initiate and control his/her actions and forms of expression according to context, showing awareness of cultural differences and making subtle adjustments in order to prevent and/or repair misunderstandings and cultural incidents. |
| C2 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | No descriptors available, see B2 |
| C2 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can interact in a multilingual context on abstract and specialised topics by alternating flexibly between languages in his/her plurilingual repertoire and if necessary explaining the different contributions made. |
| C2 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | Can explore similarities and differences between metaphors and other figures of speech in the languages in his/her plurilingual repertoire, either for rhetoric effect or for fun. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Understanding conversation between other speakers | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening as a member of a live audience | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to announcements and instructions | Can understand short, simple instructions for actions such as 'Stop,' 'Close the door,' etc, provided they are delivered slowly face-to- face, accompanied by pictures or manual gestures and repeated if necessary. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Listening Comprehension | Listening to audio media and recordings | Can recognise words, names and numbers that he/she already knows in simple, short recordings, provided that they are delivered very slowly and clearly |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Overall reading comprehension | Can recognise familiar words accompanied by pictures, such as a fast-food restaurant menu illustrated with photos or a picture book using familiar vocabulary. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can understand from a letter, card or email the event to which he/she is being invited and the information given about day, time and location. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading correspondence | Can recognise times and places in very simple notes and text messages from friends or colleagues, for example 'Back at 4 o'clock' or 'In the meeting room,' provided there are no abbreviations. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can understand simple everyday signs such as 'Parking,' 'Station,' 'Dining room,' 'No smoking,' etc |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for orientation | Can find information about places, times and prices on posters, flyers and notices. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading for information and argument | Can understand the simplest informational material that consists of familiar words and pictures, such as a fast-food restaurant menu illustrated with photos or an illustrated story formulated in very simple, everyday words |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading instructions | Can understand very short, simple, instructions used in familiar, everyday contexts such as 'No parking,' 'No food or drink,' etc, especially if there are illustrations. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Reading Comprehension | Reading as a leisure activity | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Activities | Audio-visual Reception | Watching tv, film and video | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Reception | Reception Strategies | Reception Strategies | Identifying cues and inferring (spoken & written) | Can deduce the meaning of a word from an accompanying picture or icon. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Overall spoken production | Can produce short phrases about themselves, giving basic personal information (eg name, address, family, nationality). |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can describe him/herself (eg name, age, family), using simple words and formulaic expressions, provided he/she can prepare in advance. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: describing experience | Can say how he/she is feeling using simple words like 'happy', 'tired', accompanied by body language. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: giving information | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Sustained monologue: putting a case (eg in a debate) | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Public announcements | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Spoken Production | Addressing audiences | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Overall written production | Can give basic personal information in writing (eg name, address, nationality), perhaps with the use of a dictionary. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Creative writing | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Activities | Written Production | Written reports and essays | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Planning | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Compensating | Can point to something and ask what it is. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Production | Production Strategies | Production Strategies | Monitoring and repair | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Overall spoken interaction | Can ask and answer questions about him/herself and daily routines, using short, formulaic expressions and relying on gestures to reinforce the information. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Understanding an interlocutor | Can understand simple questions which directly concern him/her, for example about name, age and address or similar things, if the person is asking slowly and clearly. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Understanding an interlocutor | Can understand simple personal information ( eg name, age, place of residence, origin) when other people introduce themselves, provided that they speak slowly and clearly directly to him/her, and can understand questions on this theme addressed to him/her, though the questions may need to be repeated. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Understanding an interlocutor | Can understand a number of familiar words and greetings and recognise key information such as numbers, prices, dates and days of the week, provided speech is delivered very slowly, with repetition if necessary. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can understand and use some basic, formulaic expressions such as 'Yes,' 'No,' 'Excuse me,' 'Please,' 'Thank you,' 'No thank you,' 'Sorry.' |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can recognise simple greetings. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Conversation | Can greet people, say his/her name and take leave of them. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Informal discussion (with friends) | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Formal discussion (meetings) | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Goal-oriented co-operation (eg assembling a furniture kit, discussing a document, organising an event etc) | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Obtaining goods and services | Can make simple purchases and/or order food or drink when pointing or other gesture can support the verbal reference. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can tell people his/her name and ask other people their name. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can use and understand simple numbers in everyday conversations. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask and tell day, time of day and date. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask for and give a date of birth. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask for and give a phone number. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can say and ask people about their age. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Information exchange | Can ask very simple questions for information, such as 'What is this?' and understand 1- or 2-word answers. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Interviewing and being interviewed | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Spoken Interaction | Using telecommunications | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Overall written interaction | Can write short phrases to give basic information (eg name, address, family) on a form or in a note, with the use of a dictionary. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Correspondence | Can write short phrases and sentences giving basic personal information with reference to a dictionary. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Written Interaction | Notes, messages and forms | Can fill in very simple registration forms with basic personal details: name, address, nationality, marital status. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can post simple online greetings, using basic formulaic expressions and emoticons. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Online conversation and discussion | Can post online short simple statements about him/herself (eg relationship status, nationality, occupation), provided he/she can select them from a menu and/or refer to an online translation tool. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Activities | Online Interaction | Goal-oriented online transactions andcollaboration | Can make selections (eg choosing a product, size, colour) in a simple online purchase or application form, provided there is visual support. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Taking the floor(turntaking) | NA | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Cooperating | NA | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Interaction | Interaction Strategies | Asking for clarification | NA | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Overall mediation | NA | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can relay (in Language B) simple instructions about places and times (given in Language A), provided these are repeated very slowly and clearly. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in speech | Can relay (in Language B) very basic information (eg numbers and prices) from short, simple, illustrated texts (written in Language A). |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Relaying specific information in writing | Can list (in Language B) names, numbers, prices and very simple information from texts (written Language A) that are of immediate interest, that are written in very simple language and contain illustrations. |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in speech (eg in graphs, diagrams, charts etc) | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Explaining data in writing (eg in graphs, diagrams, charts etc) | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in speech | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Processing text in writing | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in speech | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Translating a written text in writing | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Note-taking (lectures, seminars, meetings etc) | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Expressing a personal response to creative texts (including literature) | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating a text | Analysis and criticism of creative texts (including literature) | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Facilitating collaborative interaction with peers | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Collaborating to construct meaning | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Managing interaction | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating concepts | Encouraging conceptual talk | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating pluricultural space | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Acting as intermediary in informal situations (with friends and colleagues) | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Activities | Mediating communication | Facilitating communication in delicate situations and disagreements | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Linking to previous knowledge | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Adapting language | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to explain a new concept | Breaking down complicated information | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Amplifying a dense text | No descriptors available |
| Pre-A1 | Communicative language activities and strategies (Sec.4.4) | Mediation | Mediation Strategies | Strategies to simplify a text | Streamlining a text | No descriptors available |
| Pre-A1 | Communicative Language Competences | Linguistic | General linguistic range | NA | NA | Can use isolated words and basic expressions in order to give simple information about him/herself. |
| Pre-A1 | Communicative Language Competences | Linguistic | Vocabulary range | NA | NA | No descriptors available |
| Pre-A1 | Communicative Language Competences | Linguistic | Grammatical accuracy | NA | NA | Can employ very simple principles of word order in short statements. |
| Pre-A1 | Communicative Language Competences | Linguistic | Vocabulary control | NA | NA | No descriptors available |
| Pre-A1 | Communicative Language Competences | Linguistic | Orthographic control | NA | NA | No descriptors available |
| Pre-A1 | Communicative Language Competences | Sociolinguistic | Sociolinguistic appropriateness | NA | NA | No descriptors available |
| Pre-A1 | Communicative Language Competences | Pragmatic | Flexibility | NA | NA | No descriptors available |
| Pre-A1 | Communicative Language Competences | Pragmatic | Turntaking | NA | NA | No descriptors available |
| Pre-A1 | Communicative Language Competences | Pragmatic | Thematic development | NA | NA | No descriptors available |
| Pre-A1 | Communicative Language Competences | Pragmatic | Coherence and cohesion | NA | NA | No descriptors available |
| Pre-A1 | Communicative Language Competences | Pragmatic | Propositional precision | NA | NA | Can communicate very basic information about personal details in a simple way. |
| Pre-A1 | Communicative Language Competences | Pragmatic | Spoken fluency | NA | NA | Can manage very short, isolated, rehearsed, utterances using gesture and signalled requests for help when necessary. |
| Pre-A1 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | NA | NA | NA | No descriptors available |
| Pre-A1 | Plurilingual and pluricultural competence | Plurilingual comprehension | NA | NA | NA | No descriptors available |
| Pre-A1 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | NA | NA | NA | No descriptors available |
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