A2+ Upper Elementary

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 identify the main point of TV news items reporting events, accidents, etc. where the visuals support the commentary.

Can follow a TV commercial or a trailer for or scene from a film, understanding what topic(s) are concerned, provided the images are a great help in understanding and the delivery is clear and relatively slow.

This is a general ability to understand written texts, encompassing various types and purposes of reading. It serves as the foundation for processing written information in different forms and contexts.

Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language.

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 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/signs from the context.

Can exploit their recognition of known words/signs to deduce the meaning of unfamiliar words/signs in short expressions used in routine everyday contexts.

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 identify the topic of discussion around them when it is conducted slowly and clearly.

Can recognise when people agree and disagree in a conversation conducted slowly and clearly.

Associated Concepts

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 a simple personal letter, e-mail or post in which the person writing is talking about familiar subjects (such as friends or family) or asking questions on these subjects.

Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation, etc.) on familiar topics.

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 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 (e.g. slides, handouts).

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 specific information in practical, concrete, predictable texts (e.g. travel guidebooks, recipes), provided they are produced in simple language.

Can understand the main information in short and simple descriptions of goods in brochures and websites (e.g. portable digital devices, cameras).

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 and follow a series of instructions for familiar everyday activities such as sports, cooking, etc., provided they are delivered slowly and clearly.

Can understand straightforward announcements (e.g. of a cinema programme or sports event, that a train has been delayed), provided the delivery is slow and clear.

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 identify specific information in simpler material they encounter such as letters, brochures and short news articles describing events.

Can follow the general outline of a news report on a familiar type of event, provided the contents are familiar and predictable.

Can pick out the main information in short news reports or simple articles in which figures, names, illustrations and titles play a prominent role and support the meaning of the text.

Can understand the main points of short texts dealing with everyday topics (e.g. lifestyle, hobbies, sports, weather).

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 most important information contained in short commercials concerning goods and services of interest (e.g. CDs, video games, travel).

Can understand in an interview what people say they do in their free time, what they particularly like doing and what they do not like doing, provided they speak slowly and clearly.

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 regulations, for example safety, when expressed in simple language.

Can understand short instructions illustrated step by step (e.g. for installing new technology).

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 enough to read short, simple stories and comic strips involving familiar, concrete situations described in high frequency everyday language.

Can understand the main points made in short magazine reports or guide entries that deal with concrete everyday topics (e.g. hobbies, sports, leisure activities, animals).

This competency focuses on one's ability to articulate thoughts, ideas, and information verbally. It encompasses a variety of speaking situations, from casual conversation to more formal discourse.

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.

This skill is about the ability to effectively communicate ideas and information through written mediums. It spans various forms of writing, from short messages to comprehensive documents.

Can produce a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”.

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 recall and rehearse an appropriate set of phrases from their repertoire.

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

Can tell a story or describe something in a simple list of points.

Can describe everyday aspects of their environment, e.g. people, places, a job or study experience.

Can give short, basic descriptions of events and activities.

Can describe plans and arrangements, habits and routines, past activities and personal experiences.

Can use simple descriptive language to make brief statements about and compare objects and possessions.

Can explain what they like or dislike about something.

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

Can describe everyday aspects of their environment e.g. people, places, a job or study experience in linked sentences.

Can give very short, basic descriptions of events, past activities and personal experiences.

Can tell a simple story (e.g. about events on a holiday or about life in the distant future).

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 use an inadequate word/sign from their repertoire and use gestures to clarify what they mean.

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

Can give simple directions on how to get from X to Y, using basic expressions such as “turn right” and “go straight”, along with sequential connectors such as “first”, “then” and “next”.

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 simple texts on familiar subjects of interest, linking sentences with connectors like “and”, “because” or “then”.

Can give their impressions and opinions about topics of personal interest (e.g. lifestyles and culture, stories), using basic everyday vocabulary and expressions.

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

Can explain what they like or dislike about something, why they prefer one thing to another, making simple, direct comparisons.

This relates to delivering information to a general audience, often in a formal setting, ensuring clarity, brevity, and appropriateness.

Can deliver very short, rehearsed announcements of predictable, learnt content which are intelligible to recipients who are prepared to concentrate.

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 short, rehearsed presentation on a topic pertinent to their everyday life, and briefly give reasons and explanations for opinions, plans and actions.

Can cope with a limited number of straightforward follow-up questions.

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

Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. 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.

This skill involves comprehending the spoken words, sentiments, and intentions of a conversation partner, ensuring effective and empathetic communication.

Can understand enough to manage simple, routine exchanges without undue effort.

Can generally understand clear, standard speech/sign on familiar matters directed at them, provided they can ask for repetition or reformulation from time to time.

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

Can establish social contact (e.g. greetings and farewells, introductions, giving thanks).

Can generally understand clear, standard language on familiar matters directed at them, provided they can ask for repetition or reformulation from time to time.

Can participate in short conversations in routine contexts on topics of interest.

Can express how they feel in simple terms, and express thanks.

Can ask for a favour (e.g. to borrow something), can offer a favour, and can respond if someone asks them to do a favour for them.

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

Can generally identify the topic of discussion around them when it is conducted slowly and clearly.

Can exchange opinions and compare things and people using simple language.

Can discuss what to do in the evening or at the weekend.

Can make and respond to suggestions.

Can agree and disagree with others.

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

Can generally follow changes of topic in formal discussion related to their field which is conducted slowly and clearly.

Can exchange relevant information and give their opinion on practical problems when asked directly, provided they receive some help with formulation and can ask for repetition of key points if necessary.

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

Can understand enough to manage simple, routine tasks without undue effort, asking very simply for repetition when they do not understand.

Can discuss what to do next, making and responding to suggestions, and asking for and giving directions.

This competency concerns communicating effectively to procure products or services, demonstrating clarity, politeness, and negotiation skills when required.

Can deal with common aspects of everyday living such as travel, lodging, eating and shopping.

Can interact in predictable everyday situations (e.g. post office, station, shop), using a wide range of simple expressions.

Can get all the information needed from a tourist office, as long as it is of a straightforward, non-specialised nature.

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

Can use appropriate technical terminology when exchanging information or discussing their area of specialisation with other specialists.

Can understand enough to manage simple, routine exchanges without undue effort.

Can deal with practical everyday demands: finding out and passing on straightforward factual information.

Can ask and answer questions about habits and routines.

Can ask and answer questions about pastimes and past activities.

Can ask and answer questions about plans and intentions.

Can give and follow simple directions and instructions, e.g. explain how to get somewhere.

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

Can make themselves understood in an interview and communicate ideas and information on familiar topics, provided they can ask for clarification occasionally, and are given some help to express what they want to.

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

Can use telecommunications with their friends to exchange simple news, make plans and arrange to meet.

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

Can compose short, simple formulaic notes relating to matters in areas of immediate need.

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

Can exchange information by text message, by e-mail or in short letters, responding to questions from the other person (e.g. about a new product or activity).

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

Can take a short, simple message provided they can ask for repetition and reformulation.

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

Can introduce themselves 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 they interact with one interlocutor at a time.

Can make short descriptive online postings about everyday matters, social activities and feelings, with simple key details.

Can comment on other people’s online postings, provided they are written/signed in simple language, reacting to embedded media by expressing feelings of surprise, interest and indifference in a simple way.

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

Can use formulaic language to respond to routine problems arising in online transactions (e.g. concerning availability of models and special offers, delivery dates, addresses).

Can interact online with a supportive partner in a simple collaborative task, responding to basic instructions and seeking clarification, provided there are visual aids such as images, statistics or graphs to clarify the concepts involved.

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 use simple techniques to start, maintain or end a short conversation.

Can initiate, maintain and close simple, face-to-face conversation.

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

Can indicate when they are following.

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

Can ask very simply for repetition when they do not understand.

Can ask for clarification about key words/signs or phrases not understood, using stock phrases.

This competency involves conveying precise details clearly and accurately, ensuring that the intended audience understands the exact data points.

Can relay (in Language B) the point made in a clear announcement (in Language A) concerning familiar everyday subjects, though they may have to simplify the message and search for words/signs.

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) simple visuals on familiar topics (e.g. a weather map, a basic flow chart) (with text in Language A), even though pauses, false starts and reformulation may be very evident.

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

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 the topics concerned are familiar and the delivery is slow and clear.

Can report in simple sentences (in Language B) the information contained in clearly structured, short, simple texts (in Language A) that have illustrations or tables.

Can summarise (in Language B) the main point(s) in simple, short informational texts (in Language A) on familiar topics.

Can list as a series of bullet points (in Language B) the relevant information contained in short simple texts (in Language A), provided the texts concern concrete, familiar subjects and contain only simple everyday language.

Can pick out and reproduce key words and phrases or short sentences from a short text within the learner’s limited competence and experience.

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 short, simple, everyday texts (e.g. brochure entries, notices, instructions, letters or e-mails) (written in Language A).

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 simple notes at a presentation/demonstration where the subject matter is familiar and predictable and the presenter allows for clarification and note-taking.

This competency involves articulating one's interpretations, feelings, and thoughts about artistic or imaginative writings.

Can express their reactions to a work, reporting their feelings and ideas in simple language.

Can state in simple language which aspects of a work especially interested them.

Can state whether they liked a work or not and explain why in simple language.

This skill pertains to examining, interpreting, and evaluating the content, structure, and style of imaginative writings, providing constructive feedback when necessary.

Can identify and briefly describe, in basic formulaic language, the key themes and characters in short, simple narratives involving familiar situations that contain only high frequency everyday language.

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

Can collaborate in simple, shared tasks, provided other participants articulate slowly and one or more people help them contribute and express their suggestions.

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

Can ensure that the person they are addressing understands what they mean by asking appropriate questions.

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

Can give very simple instructions to a co-operative group, given some help with formulation when necessary.

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

Can ask what somebody thinks of a certain idea.

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

Can contribute to an intercultural exchange, using simple words/signs to ask people to explain things and to get clarification of what they say, while exploiting a limited repertoire to express agreement, to invite, to thank, etc.

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

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 this is articulated clearly and they can ask for repetition and clarification.

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

Can recognise when people disagree or when difficulties occur in interaction and adapt memorised, simple phrases to seek compromise and agreement.

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

Can repeat the main point of a simple message on an everyday subject, using different formulation to help someone else understand it.

This skill pertains to condensing verbose or redundant content, ensuring it remains clear, concise, and focused on the core message.

Can identify and mark (e.g. underline, highlight) the key sentences in a short everyday text.

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

Has a repertoire of basic language which enables them to deal with everyday situations with predictable content, though they will generally have to compromise the message and search for words/signs.

This competency focuses on the extent of words and phrases an individual knows and can use effectively in diverse situations.

Has sufficient vocabulary to conduct routine everyday transactions involving familiar situations and topics.

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

Uses some simple structures correctly, but still systematically makes basic mistakes; nevertheless, it is usually clear what they are trying to say.

This competency pertains to the aptitude to select and use appropriate words and phrases based on the context and intent.

Can control a narrow repertoire dealing with concrete, everyday needs.

This skill involves the ability to produce sounds, stress patterns, intonations, and rhythms of a language accurately and naturally.

Pronunciation is generally clear enough to be understood, but conversational partners will need to ask for repetition from time to time. A strong influence from the other language(s) they speak on stress, rhythm and intonation may affect intelligibility, requiring collaboration from interlocutors. Nevertheless, pronunciation of familiar words is clear.

This competency concerns the correct and consistent use of spelling and punctuation, ensuring written clarity and following standard language norms.

Can copy short sentences on everyday subjects, e.g. directions on how to get somewhere.

Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in their oral vocabulary.

This skill revolves around understanding and applying the social rules of language use, ensuring one's expressions align with the cultural and societal norms of the audience.

Can perform and respond to basic language functions, e.g. information exchange and requests, and express opinions and attitudes in a simple way.

Can socialise simply but effectively using the simplest common expressions and following basic routines.

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

Can use simple techniques to start, maintain or close a short conversation.

Can initiate, maintain and close simple, face-to-face conversation.

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

Can tell a story or describe something in a simple list of points.

Can give an example of something in a very simple text using “like” or “for example”.

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 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.

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

Can communicate what they want to say in a simple and direct exchange of limited information on familiar and routine matters, but in other situations they generally have to compromise the message.

This competency revolves around adapting one's linguistic style and content based on the evolving dynamics of a conversation or the needs of the audience.

Can adapt well-rehearsed, memorised, simple phrases to particular circumstances through limited lexical substitution.

Can expand learnt phrases through simple recombinations of their elements.

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 make themselves understood in short contributions, even though pauses, false starts and reformulation are very evident.