{"id":33,"date":"2018-09-14T15:08:45","date_gmt":"2018-09-14T15:08:45","guid":{"rendered":"https:\/\/blogsaverroes.juntadeandalucia.es\/roadtoenglishc1\/?page_id=33"},"modified":"2019-09-25T15:01:52","modified_gmt":"2019-09-25T15:01:52","slug":"c1-level","status":"publish","type":"page","link":"https:\/\/blogsaverroes.juntadeandalucia.es\/roadtoenglishc1\/c1-level\/","title":{"rendered":"C1 Level"},"content":{"rendered":"

CEFR – LEVEL C1<\/strong><\/p>\n

 <\/p>\n

Students at the C1 level have good access to a broad range of language, which
\nallows fluent, spontaneous and almost effortless communication. They have a
\ngood command of a broad lexical repertoire allowing gaps to be readily
\novercome with circumlocutions. There is little obvious searching for expressions
\nor avoidance strategies; only a conceptually difficult subject can hinder a
\nnatural, smooth flow of language. The discourse skills characterising the
\nprevious band continue to be evident at Level C1, with an emphasis on more
\nfluency. They are able to select a suitable phrase from a fluent repertoire of
\ndiscourse functions to preface remarks in order to get the floor, or to gain time
\nand keep it whilst thinking. They can produce clear, smooth\u2011flowing, wellstructured
\nspeech, showing controlled use of organisational patterns, connectors
\nand cohesive devices.<\/p>\n

Global<\/strong><\/p>\n

At the C1 level of proficiency, students should be able to understand a wide
\nrange of demanding, longer texts, and recognise implicit meaning. They can
\nexpress themselves fluently and spontaneously without much obvious searching
\nfor expressions. They can use language flexibly and effectively for social,
\nacademic and professional purposes. They can produce clear, well-structured,
\ndetailed text on complex subjects, showing controlled use of organisational
\npatterns, connectors and cohesive devices.<\/p>\n

Listening<\/strong><\/p>\n

Students at this level can understand lectures and discussions on complex topics
\nbeyond their own field, though they may need to confirm occasional details,
\nespecially if the accent is unfamiliar. They can understand even when the talk is
\nnot clearly structured and when relationships are only implied and not signalled
\nexplicitly.<\/p>\n

Reading<\/strong><\/p>\n

At the C1 level of proficiency, students are able to understand long and complex
\nfactual and literary texts, appreciating distinctions of style. They can understand
\nspecialised articles and longer technical instructions, even when they do not
\nrelate to their field.
\nSpoken Interaction
\nStudents can express themselves fluently and spontaneously. They can use
\nlanguage flexibly and effectively for social and professional purposes and can
\nformulate ideas and opinions appropriately and relate contributions skilfully to
\nthose of other speakers.<\/p>\n

Spoken Production<\/strong><\/p>\n

At the C1 level, students can present clear, detailed descriptions of complex
\nsubjects integrating sub-themes, developing particular points and rounding off
\nwith an appropriate conclusion.<\/p>\n

Writing<\/strong><\/p>\n

Students are able to write clear, well-structured text and express points of view
\nat some length. They can write detailed expositions of complex subjects in a
\nletter, an essay or a report, underlining the salient issues. They can write
\ndifferent kinds of texts in a style appropriate to the reader in mind.<\/p>\n

Listening Proficiency scales<\/strong><\/p>\n

Students can keep up with an animated conversation between native speakers
\nand can understand enough to follow extended speech on abstract and complex
\ntopics beyond their own field, though they may need to confirm occasional
\ndetails, especially if the accent is unfamiliar. They can recognise a wide range of
\nidiomatic expressions and colloquialisms and recognise changes in style. They
\ncan follow extended speech even when it is not clearly structured and when
\nrelationships between ideas are only implied and not stated explicitly. They can
\nfollow most lectures, discussions and debates with relative ease and can extract
\nspecific information from poor quality public announcements. They can
\nunderstand complex technical information, such as operating instructions,
\nspecifications for familiar products and services. They are able to understand a
\nwide range of recorded audio material, including some nonstandard language,
\nand identify finer points of detail, including implicit attitudes and relationships
\nbetween speakers. They can follow films which contain a considerable degree of
\nslang and idiomatic usage.<\/p>\n

Reading Proficiency scales<\/strong><\/p>\n

Students can understand any correspondence with an occasional use of the
\ndictionary and can understand in detail long, complex instructions on a new
\nmachine or procedure even outside their own field of specialization if they can
\nreread difficult sections.<\/p>\n

Speaking Proficiency scales<\/strong><\/p>\n

At level C1, students can express themselves fluently and spontaneously, almost
\neffortlessly. Only a conceptually difficult subject can hinder a natural, smooth
\nflow of language. They can communicate spontaneously, often showing
\nremarkable fluency and ease of expression in even longer complex stretches of
\nspeech and can select an appropriate formulation from a broad range of
\nlanguage to express themselves clearly, without having to restrict what they
\nwant to say. They can express themselves clearly and without much sign of
\nhaving to restrict what they want to say. They have a good command of a broad
\nlexical repertoire allowing gaps to be readily overcome with circumlocutions;
\nlittle obvious searching for expressions or avoidance strategies. They have a
\ngood command of idiomatic expressions and colloquialisms with occasional minor
\nslips, but no significant vocabulary errors. They consistently maintain a high
\ndegree of grammatical accuracy; errors are rare and difficult to spot. They
\ndemonstrate good grammatical control; occasional \u2018slips\u2019 or non-systematic
\nerrors and minor flaws in sentence structure may still occur, but they are rare
\nand can often be corrected in retrospect. They can vary intonation and place
\nsentence stress correctly in order to express finer shades of meaning. They can
\nfollow films employing a considerable degree of slang and idiomatic usage and
\ncan use language flexibly and effectively for social purposes, including
\nemotional, allusive and joking usage.
\nThey are able to express themselves confidently, clearly and politely in a formal
\nor informal register, appropriate to the situation and person(s) concerned. They
\ncan adjust what they say and the means of expressing it to the situation and the
\nrecipient and adopt a level of formality appropriate to the circumstances. They
\ncan select a suitable phrase from a readily available range of discourse functions
\nto preface their remarks appropriately in order to get the floor, or to gain time
\nand keep the floor whilst thinking. They can intervene appropriately in
\ndiscussion, exploiting appropriate language to do so and can initiate, maintain
\nand end discourse appropriately with effective turntaking. They can give
\nelaborate descriptions and narratives, integrating sub-themes, developing
\nparticular points and rounding off with an appropriate conclusion. They can
\nproduce clear, smooth-flowing, well-structured speech, showing controlled use of
\norganizational patterns, connectors and cohesive devices. They can use a variety
\nof linking words efficiently to mark clearly the relationships between ideas.<\/p>\n

Writing Proficiency scales<\/strong><\/p>\n

Students at this level can expand and support points of view at some length with
\nsubsidiary points, reasons and relevant examples. They can develop an
\nargument systematically, giving appropriate emphasis to significant points, and
\npresenting relevant supporting detail. They can give clear detailed descriptions
\nof complex subjects and can usually write without consulting a dictionary. They
\ncan write so well that their language needs to be checked only if the text is an
\nimportant one.<\/p>\n

 <\/p>\n

SOURCE  <\/strong> https:\/\/www.stgiles-international.com\/app\/webroot\/docs\/Level-C1-Learner-Outcomes.pdf<\/p>\n

 <\/p>\n

                                                                            NORMATIVA EEOOII<\/strong><\/p>\n

DECRETO 499\/2019<\/a><\/p>\n

de 26 de junio, ordenaci\u00f3n y curr\u00edculo de las ense\u00f1anzas oficiales de idiomas en la Comunidad Aut\u00f3noma de Andaluc\u00eda <\/p>\n

 <\/p>\n

ORDEN de 2 de julio de 2019<\/a><\/p>\n

curr\u00edculo de las ense\u00f1anzas de idiomas en  Andaluc\u00eda <\/p>\n

 <\/p>\n

Proyecto de Orden<\/a> por el que se establece la ordenaci\u00f3n de la evaluaci\u00f3n del proceso de aprendizaje del alumnado y de las pruebas de certificaci\u00f3n en la ense\u00f1anzas de idiomas de r\u00e9gimen especial en Andaluc\u00eda (Borrador que podr\u00eda verse modificado)<\/p>\n

 <\/h1>\n","protected":false},"excerpt":{"rendered":"

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...<\/p>\n","protected":false},"author":1595,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"ngg_post_thumbnail":0,"footnotes":""},"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/roadtoenglishc1\/wp-json\/wp\/v2\/pages\/33"}],"collection":[{"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/roadtoenglishc1\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/roadtoenglishc1\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/roadtoenglishc1\/wp-json\/wp\/v2\/users\/1595"}],"replies":[{"embeddable":true,"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/roadtoenglishc1\/wp-json\/wp\/v2\/comments?post=33"}],"version-history":[{"count":11,"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/roadtoenglishc1\/wp-json\/wp\/v2\/pages\/33\/revisions"}],"predecessor-version":[{"id":932,"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/roadtoenglishc1\/wp-json\/wp\/v2\/pages\/33\/revisions\/932"}],"wp:attachment":[{"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/roadtoenglishc1\/wp-json\/wp\/v2\/media?parent=33"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}