Proficient C2

• Can understand with ease virtually everything heard or read.

• Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.

• Can express him/herself spontaneously, very fluently and precisely, differentiating fi ner shades of meaning even in more complex situations.

A detailed description of Level C1 and Level C2 is given below because these are the ones graduate students are expected to have closely approached. Consequently, the ESP classroom students are recommended to start by finding where they are and identify personal objectives to be achieved with the help of this Manual.

	C 1	C 2
Listening	I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.	I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided. I have some time to get familiar with the accent.
Reading	I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field.	I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.
Speaking. Spoken Interaction	I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.	I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.
Speaking. Spoken Production	I can present clear, detailed descriptions of complex subjects integrating subthemes, developing particular points and rounding off with an appropriate conclusion.	I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.
W r i t i n g	I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select a style appropriate to the reader in mind.	I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.

Students should receive practice in reading for different purposes, such as finding main ideas, finding specific information, or discovering the author's point of view. Students should have a clear idea of the purpose of their reading before they begin. Background information is very helpful in understanding texts. Students need advance guidelines for approaching each assignment. Knowing the purpose of the assignment will help students get the most from their reading effort. From the title, for instance, they can be asked to predict what the text is about. It is also helpful to give students some questions to think about as they read. The way they approach the reading task will depend on the purpose for which they are reading.

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Common Reference Levels - The Global Scale	\|	PART 1. THE SKILLS OF INTENSIVE READING

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