CEFR – LEVEL C1
Students at the C1 level have good access to a broad range of language, which
allows fluent, spontaneous and almost effortless communication. They have a
good command of a broad lexical repertoire allowing gaps to be readily
overcome with circumlocutions. There is little obvious searching for expressions
or avoidance strategies; only a conceptually difficult subject can hinder a
natural, smooth flow of language. The discourse skills characterising the
previous band continue to be evident at Level C1, with an emphasis on more
fluency. They are able to select a suitable phrase from a fluent repertoire of
discourse functions to preface remarks in order to get the floor, or to gain time
and keep it whilst thinking. They can produce clear, smooth‑flowing, wellstructured
speech, showing controlled use of organisational patterns, connectors
and cohesive devices.
Global
At the C1 level of proficiency, students should be able to understand a wide
range of demanding, longer texts, and recognise implicit meaning. They can
express themselves fluently and spontaneously without much obvious searching
for expressions. They can use language flexibly and effectively for social,
academic and professional purposes. They can produce clear, well-structured,
detailed text on complex subjects, showing controlled use of organisational
patterns, connectors and cohesive devices.
Listening
Students at this level can understand lectures and discussions on complex topics
beyond their own field, though they may need to confirm occasional details,
especially if the accent is unfamiliar. They can understand even when the talk is
not clearly structured and when relationships are only implied and not signalled
explicitly.
Reading
At the C1 level of proficiency, students are able to understand long and complex
factual and literary texts, appreciating distinctions of style. They can understand
specialised articles and longer technical instructions, even when they do not
relate to their field.
Spoken Interaction
Students can express themselves fluently and spontaneously. They can use
language flexibly and effectively for social and professional purposes and can
formulate ideas and opinions appropriately and relate contributions skilfully to
those of other speakers.
Spoken Production
At the C1 level, students can present clear, detailed descriptions of complex
subjects integrating sub-themes, developing particular points and rounding off
with an appropriate conclusion.
Writing
Students are able to write clear, well-structured text and express points of view
at some length. They can write detailed expositions of complex subjects in a
letter, an essay or a report, underlining the salient issues. They can write
different kinds of texts in a style appropriate to the reader in mind.
Listening Proficiency scales
Students can keep up with an animated conversation between native speakers
and can understand enough to follow extended speech on abstract and complex
topics beyond their own field, though they may need to confirm occasional
details, especially if the accent is unfamiliar. They can recognise a wide range of
idiomatic expressions and colloquialisms and recognise changes in style. They
can follow extended speech even when it is not clearly structured and when
relationships between ideas are only implied and not stated explicitly. They can
follow most lectures, discussions and debates with relative ease and can extract
specific information from poor quality public announcements. They can
understand complex technical information, such as operating instructions,
specifications for familiar products and services. They are able to understand a
wide range of recorded audio material, including some nonstandard language,
and identify finer points of detail, including implicit attitudes and relationships
between speakers. They can follow films which contain a considerable degree of
slang and idiomatic usage.
Reading Proficiency scales
Students can understand any correspondence with an occasional use of the
dictionary and can understand in detail long, complex instructions on a new
machine or procedure even outside their own field of specialization if they can
reread difficult sections.
Speaking Proficiency scales
At level C1, students can express themselves fluently and spontaneously, almost
effortlessly. Only a conceptually difficult subject can hinder a natural, smooth
flow of language. They can communicate spontaneously, often showing
remarkable fluency and ease of expression in even longer complex stretches of
speech and can select an appropriate formulation from a broad range of
language to express themselves clearly, without having to restrict what they
want to say. They can express themselves clearly and without much sign of
having to restrict what they want to say. They have a good command of a broad
lexical repertoire allowing gaps to be readily overcome with circumlocutions;
little obvious searching for expressions or avoidance strategies. They have a
good command of idiomatic expressions and colloquialisms with occasional minor
slips, but no significant vocabulary errors. They consistently maintain a high
degree of grammatical accuracy; errors are rare and difficult to spot. They
demonstrate good grammatical control; occasional ‘slips’ or non-systematic
errors and minor flaws in sentence structure may still occur, but they are rare
and can often be corrected in retrospect. They can vary intonation and place
sentence stress correctly in order to express finer shades of meaning. They can
follow films employing a considerable degree of slang and idiomatic usage and
can use language flexibly and effectively for social purposes, including
emotional, allusive and joking usage.
They are able to express themselves confidently, clearly and politely in a formal
or informal register, appropriate to the situation and person(s) concerned. They
can adjust what they say and the means of expressing it to the situation and the
recipient and adopt a level of formality appropriate to the circumstances. They
can select a suitable phrase from a readily available range of discourse functions
to preface their remarks appropriately in order to get the floor, or to gain time
and keep the floor whilst thinking. They can intervene appropriately in
discussion, exploiting appropriate language to do so and can initiate, maintain
and end discourse appropriately with effective turntaking. They can give
elaborate descriptions and narratives, integrating sub-themes, developing
particular points and rounding off with an appropriate conclusion. They can
produce clear, smooth-flowing, well-structured speech, showing controlled use of
organizational patterns, connectors and cohesive devices. They can use a variety
of linking words efficiently to mark clearly the relationships between ideas.
Writing Proficiency scales
Students at this level can expand and support points of view at some length with
subsidiary points, reasons and relevant examples. They can develop an
argument systematically, giving appropriate emphasis to significant points, and
presenting relevant supporting detail. They can give clear detailed descriptions
of complex subjects and can usually write without consulting a dictionary. They
can write so well that their language needs to be checked only if the text is an
important one.
SOURCE https://www.stgiles-international.com/app/webroot/docs/Level-C1-Learner-Outcomes.pdf
NORMATIVA EEOOII
de 26 de junio, ordenación y currículo de las enseñanzas oficiales de idiomas en la Comunidad Autónoma de Andalucía
currículo de las enseñanzas de idiomas en Andalucía
Proyecto de Orden por el que se establece la ordenación de la evaluación del proceso de aprendizaje del alumnado y de las pruebas de certificación en la enseñanzas de idiomas de régimen especial en Andalucía (Borrador que podría verse modificado)
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