Spanish levels from the CEFRL or MCRE
We follow Common European Framework of Reference for Languages:
Learning, Teaching, and Assessment or MRE (Marco Común de Referencia Europeo)
Source for the meaning:Wikipedia
It is abbreviated as CEFR, or in Spanish MRE (Marco de referencia Europeo). It is a is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines) and now the United States.
However, in our institute there are some slight changes in the order of the grammar between the sublevels.
It was put together by the Council of Europe
as the main part of the project
“Language Learning for European Citizenship” between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
Summary of Spanish levels
Beginner - Basic user: You should be able to introduce yourself, say what did you did last weekend, what you are going to do in the future, what your regular activities are, and what you do for a living. Essentially this doesn't require much thinking in your native language, so you learn from what is already familiar to you.
Intermediate - Independent user: You should be able to express opinions about the economy, movies, etc. - that even in your native language you would have to elaborate before a response. For example:
What do you think about the economy of the United States?
|Level Group Name
||Breakthrough or beginner
||Waystage or elementary
||Threshold or intermediate
||Vantage or upper intermediate
||Effective Operational Proficiency or advanced
||Mastery or proficiency
||Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
||Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment)
||Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
||Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation.
||Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
||Can understand with ease virtually everything heard or read.
||Can introduce him, herself and others and can ask and answer questions about personal details such as where he,she lives, people he,she knows and things he,she has.
||Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
||Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
||Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
||Can express him/herself fluently and spontaneously without much obvious searching for expressions.
||Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
||Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
||Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
||Can produce simple connected text on topics which are familiar or of personal interest.
||Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
||Can use language flexibly and effectively for social, academic and professional purposes.
||Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.
||Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
||Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
Based on the Common European Framework of Reference for Languages: Learning, Teaching, and Assessment