B1 Intermediate

This skill relates to the comprehension of audio-visual media, understanding not only spoken content but also visual cues and context provided by the medium to decode the message.

Can follow many films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language.

Can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear.

This involves recognizing implicit hints or signals in spoken or written language and deducing meanings or conclusions based on them. It's a critical skill for understanding subtleties and reading between the lines.

Can make basic inferences or predictions about text content from headings, titles or headlines.

Can watch or listen to a short narrative and predict what will happen next.

Can follow a line of argumentation or the sequence of events in a story, by focusing on common logical connectors (e.g. however, because) and temporal connectors (e.g. after that, beforehand).

Can deduce the probable meaning of unknown words/signs in a text by identifying their constituent parts (e.g. identifying roots, lexical elements, suffixes and prefixes).

This competency pertains to grasping the content of discussions between others, often without being an active participant. It involves processing dialogue, contextual cues, and underlying dynamics.

Can generally follow the main points of extended discussion around them, provided it is clearly articulated in standard language or a familiar variety.

This skill is centered on understanding written communications such as letters, emails, or messages. It requires the ability to grasp both the explicit content and the intended tone or sentiment of the correspondence.

Can understand the description of events, feelings and wishes in personal letters well enough to correspond regularly with a pen friend.

Can understand straightforward personal letters, e-mails or postings giving a relatively detailed account of events and experiences.

Can understand standard formal correspondence and online postings in their area of professional interest.

This involves comprehending spoken content in settings like lectures, presentations, or performances. As part of an audience, one needs to process information while considering group dynamics and atmosphere.

Can follow in outline straightforward short talks on familiar topics, provided these are delivered in clearly articulated standard language or a familiar variety.

Can follow a straightforward conference presentation or demonstration with visual support (e.g. slides, handouts) on a topic or product within their field, understanding explanations given.

Can understand the main points of what is said in a straightforward monologue (e.g. a guided tour), provided the delivery is clear and relatively slow.

This pertains to reading with the purpose of familiarizing oneself with new information or environments. It can involve skimming and scanning texts like maps, directories, or brochures for specific details.

Can find and understand relevant information in everyday material, such as letters, brochures and short official documents.

Can pick out important information about preparation and usage on the labels on foodstuff and medicine.

Can assess whether an article, report or review is on the required topic.

Can understand the important information in simple, clearly drafted adverts in newspapers or magazines, provided there are not too many abbreviations.

This competency revolves around processing and following spoken directives, such as public announcements or guidelines. It requires attention to detail and the ability to translate auditory content into actionable steps.

Can understand public announcements at airports, stations and on planes, buses and trains, provided these are clearly articulated with minimum interference from [auditory/visual] background noise.

This skill focuses on in-depth reading to extract facts, insights, and logical reasoning from texts. It often involves engaging with more complex content, such as academic articles, reports, or opinion pieces.

Can recognise significant points in straightforward news articles on familiar subjects.

Can understand most factual information that they are likely to come across on familiar subjects of interest, provided they have sufficient time for rereading.

Can understand the main points in descriptive notes such as those on museum exhibits and explanatory boards in exhibitions.

This relates to comprehending content delivered through auditory channels without the benefit of visual context, like in audio books or podcasts. It demands focused listening and the ability to interpret content based solely on auditory cues.

Can understand the main points of news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly.

Can understand the main points and important details in stories and other narratives (e.g. a description of a holiday), provided the delivery is slow and clear.

This competency is about understanding written directives aimed at guiding actions or processes. It's essential for tasks like assembling a product, following a recipe, or completing a form.

Can understand clearly expressed, straightforward instructions for a piece of equipment.

Can follow simple instructions given on packaging (e.g. cooking instructions).

Can understand most short safety instructions, (e.g. on public transport or in manuals for the use of electrical equipment).

This refers to reading for pleasure or relaxation, often involving narratives like novels, magazines, or comics. The focus here is on enjoyment and engagement, rather than critical analysis or information extraction.

Can understand descriptions of places, events, explicitly expressed feelings and perspectives in narratives, guides and magazine articles that employ high frequency everyday language.

Can understand a travel diary mainly describing the events of a journey and the experiences and discoveries of the writer.

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.

This competency deals with the preparation phase of both oral and written expression. It involves organizing thoughts, structuring content, and determining the best approach to convey a message.

Can work out how to communicate the main point(s) they want to get across, exploiting any resources available and limiting the message to what they can recall or find the means to express.

This refers to an extended spoken discourse where an individual shares personal experiences or recounts events without interruption.

Can give straightforward descriptions on a variety of familiar subjects within their field of interest.

Can reasonably fluently relate a straightforward narrative or description as a sequence of points.

Can give detailed accounts of experiences, describing feelings and reactions.

Can relate details of unpredictable occurrences, e.g. an accident.

Can relate the plot of a book or film and describe their reactions.

Can describe dreams, hopes and ambitions.

Can describe events, real or imagined.

Can narrate a story.

This skill focuses on producing original written content, often involving imaginative storytelling, poetry, or other forms of artistic expression.

Can give straightforward, detailed descriptions on a range of familiar subjects within their field of interest.

Can give accounts of experiences, describing feelings and reactions in simple, connected text.

Can give a description of an event, a recent trip – real or imagined.

Can narrate a story.

This competency pertains to adjusting one's communication approach when faced with gaps in vocabulary or grammar knowledge. It's about finding alternative ways to express a thought or idea when the exact words or structures are not readily accessible.

Can “foreignise” word/signs in their first language and ask for confirmation.

This involves a continuous spoken discourse centered on imparting specific information or details on a subject without interruption.

Can report straightforward factual information on a familiar topic, for example to indicate the nature of a problem or to give detailed directions, provided they can prepare beforehand.

This skill relates to the structured written presentation of information or arguments on a particular topic. Both formats require clarity, coherence, and a logical flow of ideas.

Can produce very brief reports in a standard conventionalised format, which pass on routine factual information and state reasons for actions.

Can present a topic in a short report or poster, using photographs and short blocks of text.

This competency concerns self-awareness and the ability to identify and correct errors in real-time during communication. It involves both recognizing mistakes and making necessary adjustments on the fly.

Can ask for confirmation that a form used is correct.

Can start again using a different tactic when communication breaks down.

This skill refers to speaking at length to present a particular argument or perspective, supporting the case with evidence and reasoning.

Can express opinions on subjects relating to everyday life, using simple expressions.

Can briefly give reasons and explanations for opinions, plans and actions.

Can explain whether or not they approve of what someone has done and give reasons to justify this opinion.

This competency focuses on speaking to groups, whether small or large, ensuring the content is engaging, relevant, and adapted to the audience's needs and context.

Can give a prepared straightforward presentation on a familiar topic within their field which is clear enough to be followed without difficulty most of the time, and in which the main points are explained with reasonable precision.

Can take follow-up questions, but may have to ask for repetition if the delivery is rapid.

This competency revolves around engaging in spoken dialogues, ensuring mutual understanding and effective exchange of ideas across various contexts.

Can exploit a wide range of simple language to deal with most situations likely to arise while travelling. Can enter unprepared into conversation on familiar topics, and express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

This competency pertains to participating in casual spoken exchanges, demonstrating fluency, coherence, and adaptability based on the context and participants.

Can enter unprepared into conversations on familiar topics.

Can follow clearly articulated language directed at them in everyday conversation, though will sometimes have to ask for repetition of particular words/signs.

Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to express exactly what they would like to.

Can express and respond to feelings such as surprise, happiness, sadness, interest and indifference.

This skill refers to engaging in relaxed, non-structured dialogues where participants share opinions, ideas, and experiences without a rigid agenda.

Can generally follow the main points in an informal discussion with friends provided they articulate clearly in standard language or a familiar variety.

Can give or seek personal views and opinions in discussing topics of interest.

Can make their opinions and reactions understood as regards solutions to problems or practical questions of where to go, what to do, or how to organise an event (e.g. an outing).

Can express beliefs, opinions and agreement and disagreement politely.

This competency involves participating in structured discussions or debates, often following specific conventions or protocols, ensuring clear, organized, and persuasive contributions.

Can take part in routine formal discussion of familiar subjects which is clearly articulated in the standard form of the language or a familiar variety and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems.

This skill revolves around collaborating with others to achieve a specific purpose or outcome through oral communication, ensuring mutual understanding and shared responsibility.

Can generally follow what is said and, when necessary, repeat back part of what someone has said to confirm mutual understanding.

Can make their opinions and reactions understood as regards possible solutions or the question of what to do next, giving brief reasons and explanations.

Can invite others to give their views on how to proceed.

This skill involves sharing and receiving data or knowledge, ensuring clarity, accuracy, and relevance in both oral and written contexts.

Can find out and pass on straightforward factual information.

Can obtain more detailed information.

Can offer advice on simple matters within their field of experience.

This competency pertains to both conducting interviews and responding as an interviewee, demonstrating effective questioning, listening, and answering techniques.

Can take some initiative in an interview/consultation (e.g. to bring up a new subject) but is very dependent on the interviewer in the interaction.

Can describe symptoms in a simple way and ask for advice when using health services, and can understand the answer, provided this is given clearly in everyday language.

Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow-up questions.

This skill involves communicating via devices such as phones, ensuring clarity, appropriateness, and effective conveyance of information or sentiments.

Can use telecommunications to have relatively simple but extended conversations with people they know personally.

Can use telecommunications for routine messages (e.g. arrangements for a meeting) and to obtain basic services (e.g. book a hotel room or make a medical appointment).

This competency centers on engaging in written exchanges, ensuring mutual comprehension and effective sharing of ideas across diverse platforms.

Can compose personal letters and notes asking for or conveying simple information of immediate relevance, getting across the point they feel to be important.

This skill involves writing letters, emails, or other direct written communications, ensuring clarity, appropriateness, and adherence to conventions.

Can compose personal letters describing experiences, feelings and events in some detail.

Can compose basic e-mails/letters of a factual nature (e.g. to request information or to ask for and give confirmation).

Can compose a basic letter of application with limited supporting details.

This competency refers to composing brief written communications or filling out informational forms, ensuring accuracy, brevity, and relevance.

Can formulate notes conveying simple information of immediate relevance to friends, service people, teachers and others who feature in their everyday life, getting across comprehensibly the points they feel are important.

Can take messages over the phone containing several points, provided the caller dictates these clearly and sympathetically.

This skill revolves around participating in digital interactions, such as chats or forums, ensuring effective exchange, netiquette, and adaptability based on the platform.

Can post a comprehensible contribution in an online discussion on a familiar topic of interest, provided they can prepare the text beforehand and use online tools to fill gaps in language and check accuracy.

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.

This competency pertains to working with others in a digital environment towards a shared objective, ensuring mutual understanding, and effective online communication.

Can engage in online collaborative or transactional exchanges that require simple clarification or explanation of relevant details, such as registering for a course, tour or event, or applying for membership.

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.

Can respond to instructions and ask questions or request clarifications in order to accomplish a shared task online.

This skill involves recognizing when to speak or write and when to listen or read during an interaction, ensuring a balanced and respectful exchange

Can initiate, maintain and close simple, face-to-face conversation on topics that are familiar or of personal interest.

This competency is about collaborating harmoniously with others in conversations or discussions, demonstrating flexibility, empathy, and shared responsibility.

Can repeat back part of what someone has said to confirm mutual understanding and help keep the development of ideas on course.

Can invite others into the discussion.

This skill involves seeking further information or verification when something is unclear in a conversation or written communication, ensuring full comprehension.

Can ask someone to clarify or elaborate what they have just said.

This competency pertains to interpreting and elaborating on data points, making them comprehensible and relatable to an audience.

Can interpret and describe (in Language B) overall trends shown in simple diagrams (e.g. graphs, bar charts) (with text in Language A), even though lexical limitations cause difficulty with formulation at times.

Can describe in simple sentences (in Language B) the main facts shown in visuals on familiar topics (e.g. a weather map, a basic flow chart) (with text in Language A).

This skill refers to reading and understanding written content, extracting essential information, and discerning its significance.

Can summarise (in Language B) the main points made in clear, well-structured texts (in Language A) on subjects that are familiar or of personal interest, although lexical limitations cause difficulty with formulation at times.

Can summarise simply (in Language B) the main information content of straightforward texts (in Language A) on familiar subjects (e.g. a short record of an interview, magazine article, travel brochure).

Can summarise (in Language B) the main points made during a conversation (in Language A) on a subject of personal or current interest, provided people articulated clearly.

Can summarise (in Language B) the main points made in long texts delivered orally (in Language A) on topics in their fields of interest, provided they can listen or view several times.

Can summarise (in Language B) the main points or events in TV programmes and video clips (in Language A), provided they can view them several times.

Can summarise in writing (in Language B) the main points made in straightforward, informational texts (in Language A) on subjects that are of personal or current interest, provided oral texts are clearly articulated.

Can paraphrase short passages in a simple fashion, using the original text wording and ordering.

This competency concerns converting text from one language to another while retaining the original message's essence, tone, and intent.

Can provide an approximate oral translation (into Language B) of clear, well- structured informational texts (written in Language A) on subjects that are familiar or of personal interest, although lexical limitations cause difficulty with formulation at times.

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.

This skill revolves around capturing the key points from spoken or written sources concisely, ensuring the core message is retained for future reference.

Can take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the lecture is both formulated in simple language and articulated clearly.

Can note down routine instructions in a meeting on a familiar subject, provided these are formulated in simple language and they are given sufficient time to do so.

This competency concerns leading and managing group discussions, ensuring all members contribute, understand, and work harmoniously.

Can invite other people in a group to contribute their views.

This skill involves working together with others to interpret, create, or convey shared understandings, pooling collective insights.

Can ask a group member to give the reason(s) for their views.

Can repeat part of what someone has said to confirm mutual understanding and help keep the development of ideas on course.

This competency revolves around overseeing conversations, ensuring they remain productive, respectful, and on topic, guiding participants when necessary.

Can give simple, clear instructions to organise an activity

This skill refers to promoting deeper, more abstract discussions, stimulating participants to think critically and share innovative ideas.

Can ask why someone thinks something, or how they think something would work.

This competency pertains to creating an inclusive environment where individuals from diverse cultural backgrounds can share and learn from one another.

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.

Can help develop a shared communication culture, by exchanging information in a simple way about values and attitudes to language and culture.

This skill involves mediating between parties, bridging communication gaps, and resolving misunderstandings to ensure harmonious interactions.

Can communicate (in Language B) the main sense of what is said (in Language A) on subjects of personal interest, while following important politeness conventions, provided the interlocutors articulate clearly and they can ask for clarification and pause to plan how to express things.

This competency revolves around tactfully handling sensitive topics or conflicts, guiding participants towards understanding and resolution.

Can demonstrate their understanding of the key issues in a disagreement on a topic familiar to them and make simple requests for confirmation and/or clarification.

This skill involves connecting new information to what's already known, aiding in comprehension and retention.

Can show how new information is related to what people are familiar with by asking simple questions.

This competency concerns adjusting one's linguistic style based on the audience or context, ensuring clarity and appropriateness.

Can paraphrase short passages in a simple fashion, using the original order of the text.

This skill refers to simplifying complex data or concepts, making them accessible and understandable to a broader audience.

Can make a set of instructions easier to understand by repeating them slowly, a few words/signs at a time, employing verbal and non-verbal emphasis to facilitate understanding.

This competency involves expanding on concise or intricate writings, elaborating for clarity and depth.

Can make an aspect of an everyday topic clearer by providing simple examples.

This skill pertains to one's ability to use a broad spectrum of linguistic structures and expressions in various contexts, showcasing language proficiency.

Has enough language to get by, with sufficient vocabulary to express themselves with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel and current events, but lexical limitations cause repetition and even difficulty with formulation at times.

This skill revolves around the correct and consistent use of grammatical structures in speech or writing, ensuring clarity and proper language form.

Uses reasonably accurately a repertoire of frequently used “routines” and patterns associated with more predictable situations.

This competency involves recognizing when to speak and when to listen during a conversation, ensuring a balanced and respectful exchange.

Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest.

This skill pertains to building and expanding upon a topic cohesively, ensuring the discussion remains focused and evolves logically.

Shows awareness of the conventional structure of the text type concerned when communicating their ideas.

Can reasonably fluently relate a straightforward narrative or description as a sequence of points.

This competency focuses on organizing ideas logically and connecting them with appropriate linguistic tools, ensuring the content flows smoothly and is easy to follow.

Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.

Can form longer sentences and link them together using a limited number of cohesive devices, e.g. in a story.

Can make simple, logical paragraph breaks in a longer text.

This skill concerns conveying ideas with exactness, ensuring the message is clear, concise, and free from ambiguity.

Can convey simple, straightforward information of immediate relevance, getting across the point they feel is most important.

Can express the main point they want to make comprehensibly.

This skill refers to the ease and flow of speech or writing, ensuring the message is conveyed smoothly and without undue hesitation or disruption.

Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production.