Mostrando entradas con la etiqueta Expresión oral. Mostrar todas las entradas
Mostrando entradas con la etiqueta Expresión oral. Mostrar todas las entradas
Subir

Por qué estudiar inglés: para trabajar.

Existen muchas motivaciones para estudiar un idioma, pero en el marco económico actual, existe una clara necesidad de formación en idiomas: conseguir o mejorar un puesto de trabajo.

Tal vez la razón fundamental por qué estudiar inglés es tan importante es porque el inglés es fundamental a la hora de encontrar trabajo. El inglés nos dará acceso a una mejor educación y por lo tanta a la posibilidad de un mejor puesto de trabajo. Nuestras oportunidades laborales se multiplicarán en cuanto dominemos el idioma. Tanto en áreas gubernamentales como en empresas multinacionales, sin importar tu campo de trabajo, el inglés te aportará siempre ventajas a la hora de ascender o acceder a otro puesto de trabajo, ayudándote a mejorar tu situación laboral actual.

Pensemos que además, entre otros sectores industriales, somos uno de los primeros países en recibir turismo internacional, donde en 2015 recibimos a más de 68,1 millones de turistas, siendo los principales mercados emisores de los turistas llegados a España fueron Reino Unido (un 15,6%), Francia y Alemania -Dato INE-.
Foto: turismomadrid.net
Y cuando hablamos de turismo extranjero no hablamos solo del turismo del sol, que lo hay, sino del cultural con el ejemplo de Madrid, que con 11 millones de turistas en ese mismo periodo, un 48% de ellos eran extranjeros.
Subir

La profesión de traductor e intérprete se ha vuelto fundamental

Día Internacional de la Traducción


En 1991, la Federación Internacional de Traductores (FIT) creó el Día Internacional de la Traducción para expresar la solidaridad de la comunidad de traductores en todo el mundo y para promover su profesión. Se ha elegido el 30 de septiembre, día en que se conmemora el fallecimiento de Eusebius Sophronius Hieronymus Tridonensis, traductor de la Biblia y santo patrono de los traductores. Os transcribo un extracto del texto escrito en la FIT, en ocasión del Día Internacional de la Traducción de 2015. La profesión de traductor e intérprete se ha vuelto fundamental, tanto por razones de la globalización como para la comunicación entre las culturas.

The Changing Face of Translation and Interpreting


"From fountain pens to typewriters to speech recognition. From index cards to electronic dictionaries and the knowledge highway. From the Nuremberg trials to telephone and video remote interpreting. What will the face of Translation and Interpreting be in the future? For millennia, living and breathing translators or interpreters have been the embodiment of unparalleled linguistic skills, specialized training, professional conduct and a passion for their work. The best equipment can help them do an even better job, but cannot get to the heart and soul of a text or the nuances of negotiations. On International Translation Day 2015, therefore, let us celebrate the great advances that have been made in translation and interpreting, but most importantly celebrate the individuals who are at the heart of this profession and who make it possible for the world to be a global village but at the same time a universe full of possibilities in the past, at present and in the future." 
 English text: Marion Boers

Le nouveau visage de la traduction et de l’interprétation


"De l’encrier et de la machine à écrire à la reconnaissance vocale. Des fiches cartonnées aux dictionnaires électroniques et à l’autoroute du savoir. Du procès de Nuremberg à l’interprétation à distance par téléphone et par vidéo. Quel sera le visage de la traduction et de l’interprétation dans le monde de demain ? Depuis des millénaires, les traducteurs et interprètes en chair et en os sont des modèles de compétence linguistique inégalée, de formation spécialisée, de rigueur professionnelle et d’amour du métier. Le meilleur équipement peut les aider à travailler encore mieux, mais il ne peut saisir l’âme d’un texte ou négocier avec les clients. Profitons donc de la Journée mondiale de la traduction 2015 pour célébrer les progrès immenses accomplis en traduction et en interprétation, mais surtout les personnes qui sont au cœur de cette profession et qui font du monde entier un village global qui s’unifie sans rien perdre de sa riche diversité historique, contemporaine et future." 

Texte anglais : Marion Boers
Traduction française : Yves Drolet
Subir

"Like lovebirds"

Los españoles somos muy del uso de frases coloquiales tales como "Se me ha ido el santo al cielo", "Esto está donde Cristo perdió la zapatilla", etc... pero ¿sabemos como podríamos expresarlas en Ingles?.

Aquí os vamos a dejaros unas que posiblemente causen sensación en vuestras conversaciones:

1. Más vale tarde que nunca: “Better late than never
2. Me importa un bledo/un comino: “I don’t care” o, más fuerte, “I don’t give a shit”.
3. Meter la pata: “Mess up/screw up”.
4. Se me ha ido el santo al cielo: “It totally slipped my mind/I completely forgot
5. Darse el piro: To take off, to bail, to jump, to Bounce.
6. Feliz como una perdiz: “As happy as a clam”.
7. Menos da una piedra: “Like squeezing blood from a stone”.
8. Más vale pájaro en mano que ciento volando: “A bird in the hand is worth two in the bush”.
9. Hacerse el sueco: “To blow somebody off”.
10. Irse a la francesa: “To sneak out without a peep/without so much as a word”.
11. Esto está donde Cristo perdió la zapatilla: “This is in the boonies”.
12. Tener más cuento que Calleja: “To be a drama queen/to be more trouble than your worth”.
13. Irse por los cerros de Úbeda: To get sidetracked, to go off on a tangent (irse por la tangente en este caso).
14. Quedarse a cuadros: Be gobsmacked (muy de Reino Unido); my jaw dropped.
15. Ya saldrá el sol por Antequera: What will be will be.
16. Gastar menos que las vías del tren o ser de la Hermandad del puño cerrado: To be tight-fisted, to be a penny-pincher.
17. Faltar un hervor: Not the sharpest knife in the drawer, not the sharpest tool in the shed.
18. Caer en saco roto: To fall on deaf ears.
19. Hacerse el sordo: To give somebody the cold shoulder.
20. Tomar el pelo: To pull somebody’s leg.
21. Ser más lento que el caballo del Malo: To be slower than molasses.


Y la especial la que podréis usar el próximo día 14 de Febrero, día de los enamorados:

Enamorados como tortolitos:"Like lovebirds"


Subir

There were three of us



“There were three of us”

When telling a story or describing something, it’s quite common to have to talk about the number of people or things at any place in time.  In English we have a rather precise way to do this, so today we’re going to shed some light on this strange construction.  The sentence: “There were three of us,” means Éramos tres and many Spanish speakers have the tendency to say, “We were three”—but that’s incorrect! In English, if we want to express the idea of how many people or things were at a certain event/involved in a situation, we need to use:

·         The verb there is/there are OR it +to be (these can be conjugated in the past, present or future, depending on the situation)
·         The number of people or things
·         "of"
·         The accusative form of the personal pronoun (us, you, them).  Remember, since we’re counting, we’re only going to be using plural pronouns.

This little formula should be helpful but let’s look at some examples to make sure it’s clear.

How many books were there in your bag?
There were four of them.

How many students are there in your class?
There are 31 of us.

How many of us are going to participate in the concert?
I’m not; I think it will be just the two of you.

Obviously you could respond to these questions in other ways: “There were four books in your bag”; “there are 31 students in my class”; or “only you two will participate in the concert”.  However, this construction is a great way to show your domination of one of the intricacies of the English language, so try it out!

Here are a few examples to practice on (feel free to make up the answers):

·         How many people are in your family?
·         How many books are on your bookshelf?
·         How many employees are there in your job?
·         How many people were in that restaurant?
·         How many balls are on the field? 


Abigail Franckquepohl | 121 Conversation
Autora: Abigail Franckquepohl
Profesora en 121 Conversation. Nacida en Nueva York, se ha trasladado a España para conocer otra cultura y otro idioma. Es profesora acreditada con el TEFL y lleva cinco años dando clases de inglés para extranjeros.
Subir

"Yo man/How are you, sir?"

Believe it or not, we all choose our words carefully.  We speak differently when we speak to our bosses, our mothers and our friends.  However, when speaking a foreign language sometimes it’s easy for these differences to get lost in translation and you end up speaking to your boss as if he were your child.  Worrisome or embarrassing at best, it’s important to learn about register in English.  Here we’re going to give you some examples about how you can speak formally and informally but it’s up to you to decide when to use each one. 

1.     Greetings.
A simple “Hello” is a great go-to greeting for friends, family or colleagues.  To be even a bit more formal, you can try “Good morning,” “Good afternoon,” or “Good evening.” 
When talking to your friends you can sound more relaxed by saying “Hey there,” “Hi,” “What’s up?” or “How’s it going?”

2.     Making a request:
In Spanish, there’s a strong tendency to use the imperative form (“Dame el boli; Pásame ese papel”).  However, in English we tend to form these requests as questions using “can” or “could”.

Now let’s look at a formal way to ask these same questions:

  • “I’m sorry to bother you but could you let me borrow your pen?”
  • “Would you mind passing me that paper over there?”
 
In informal requests we’re more relaxed but the imperative still sounds quite demanding. Sometimes we emper it with a tag question:

  • “Can I borrow your pen?”
  • “Pass that paper, will you?”

3.     Expressing emotion. 
Giving positive feedback or congratulating someone is always appreciated but it’s not really appropriate to say, “Cool!” or “Sweet!” to your boss or professor.

You could say, “Wow, that’s great news.” Or “I’m really impressed, that’s amazing.”  Excellent, wonderful, incredible and terrific are some other options.

You’d be more likely to tell your friend “Oh my god!! That’s awesome!” or “Wow, that’s so cool! Sick!!”

So there you have it.  To finish things off I’ll just say, “Thank you very much for your time,” or, “catch ya’ on the flip side!”



Abigail Franckquepohl | 121 Conversation
Autora: Abigail Franckquepohl
Profesora en 121 Conversation. Nacida en Nueva York, se ha trasladado a España para conocer otra cultura y otro idioma. Es profesora acreditada con el TEFL y lleva cinco años dando clases de inglés para extranjeros.
Subir

Society and work: spaces for intercultural links

Hi everyone; in this article I wish to share with you some thoughts about the implications of today’s multicultural society in work environments, as well as in the classroom. Maybe fifteen or twenty years ago, either in Spain or in any other Western country, it was rather common to share the classroom and the working space with people that had the same culture as us. There were only a few countries with well-known imperial past that hosted some people from their former colonies, but they were an exception and they used to regard immigrants as second-class citizens. A radical shift in the situation occurred by the late 1990s and early 2000s, when economic prosperity and mass media spread the Western way of life and turned the ‘civilised West’ into de destination of hundreds of thousands of migrants that longed for a better living.
As a result of the situation, we share our everyday spaces with people from different cultural contexts and it is necessary to stress the importance of tolerance and respect to make possible a comfortable work atmosphere, specially in a moment of economic recession like the one we are living, in which xenophobic proclaims that blame ‘the other’ for our own faults gain more and more popular support. Either at the school, at the university, or at the worksite, we must regard other cultures as experiences different from our own that we have to know in order to enrich our knowledge of the world around us. In our minds, ‘the other’ must always be an endless source of information about how different peoples experience life in a broad sense: how they live religiousness, what their values are, which their main celebrations and their special rituals are, what their consideration towards the other is, etc. Getting to know these aspects will not only help us understand everyone better, even people from our same culture: it can even make us reconsider some aspects of our lives and change certain elements of our cultural discourse to adapt them to our daily life. In addition, it will enable us to use the proper expressions when talking to other colleagues and to understand better what they imply when they make suggestions or remarks, too: this is the main goal and the best result of studying and using foreign languages in our job (or any other daily routines) from a grammatical as well as from a cultural perspective. And that is why nowadays a well-respected trend in teaching and learning foreign languages is to frame them within the cultural background in which they were produced.
In the different scenarios that I have mentioned before there are always very good chances to become interested about different cultural elements: religion, celebrations and rituals, costumes... that become especially visible in certain moments. For instance, if we are dealing with a Brazilian company we will need of course to speak Portuguese, but we will also have to bear in mind that there are significant differences between our concept of time and theirs, so if you want something finished for ‘tomorrow’ you may want to clarify that you mean ‘the day after today’, not ‘a certain moment within the next few days’. Another common situation occurs when we are sent to work in a foreign country, and we receive lessons of its language but not of its work culture, that is: what their daily timetable is, whether they respect punctuality or not, to what degree they trust each person’s individual initiatives... And of course, it is crucial to know about how people tend to salute each other in other cultures: in Spain men usually shake hands, women kiss each other in both cheeks, and men and women do the same between them, since shaking hands is regarded as extra formal and rather cold. But... look out! French people always kiss each other every time they meet again, whereas the British and the Germans tend to shake hands, as do the Italians. As you can see, all the aforementioned aspects may escape our thoughts, but they can easily lead to uncomfortable misunderstandings if they are not taken into account, since they will condition our interaction with the others.

The ideal attitude towards different cultural manifestations is curiosity and eagerness to learn, as well as to empathise with them and turn them into a part of us when we need to use them in our job. Thus we will create an atmosphere of tolerance and respect, and also of reciprocal influence that makes us mentally wealthier and socially wiser. And that is the main reason why we must transmit these values to our children, so they become rooted in everyone’s minds from an early stage of their lives. One may argue that sometimes we confront intolerance when trying to know ‘the other’, but if we persevere and at the same time we show a good disposition to share our own cultural discourse, resistance will undoubtedly give way to a more welcoming attitude to dialogue and to making a multicultural society possible. 


Autor: Antonio Jesús Pinto
Profesor en 121 Conversation. Es Doctor en Historia Contemporánea. Ha vivido en Londres, Nueva York y Pittsburg. Tiene una amplia experiencia como profesor de inglés. Por su  experiencia y su formación profesional, dice estar "convencido que mis clases ayudarán al alumno a coger soltura y a tener más confianza en si mismo a la hora de hablar el inglés".
Subir

Ship or Sheep: The Eternal Pronunciation Dilemma

Correct pronunciation is a bit of a dilemma in any new language. There are new consonant combinations, vowels with more than one sound and maybe even a strange nasalized noise. Sometimes you’re delighted to find out that a letter sounds just the same in a new language as in your language. However, when this isn’t the case progress can be difficult and a mistake might be detrimental.


In English, the long e and the short i sounds are a constant source of struggle and jokes for Spanish-speakers. You know you’re stuck at a linguistic impasse if you are scared to talk to native speakers about going to the beach or to ask them for a sheet of paper. So, let’s try to get it straight. 

The short i is the vowel sound in the word sit. The long e is the vowel sound in the word keep. The tongue needs to be dropped a little lower and farther back in the mouth to produce the short i sound. Relaxing your tongue a bit may help. The tongue needs to be spread out flat to pronounce the long e.

It’s also a great idea to look in the mirror. To make the long e sound you have to smile J but to make the short i, your mouth should be slightly opened, not smiling.
           
Try saying these word pairs aloud while looking in the mirror. Look at the diagram for guidance: the short i sound should come from the back of your mouth and your tongue should be raised higher than for the long e sound.

dip / deep
grin / green
lick / leak
ship / sheep
bit / beat


Diagram | 121 Conversation


Keep practicing, don’t be shy and don’t give up!





I prefer to sit in the passenger's seat.
I prefer to sit in the passenger's seat.
We need to fill this position as soon as possible.
I feel like a complete idiot.
The ship should arrive on December 6.
The sheep mainly eat grass.
Sheep often live on hills and mountains.
His lack of honesty is his Achilles' heel.
That table does not fit in the small room.
A long time ago, people had to use their own feet to measure things.
Paul lives on the first floor.
Why do leaves change color in the fall?


Abigail Franckquepohl | 121 Conversation
Autora: Abigail Franckquepohl
Profesora en 121 Conversation. Nacida en Nueva York, se ha trasladado a España para conocer otra cultura y otro idioma. Es profesora acreditada con el TEFL y lleva cinco años dando clases de inglés para extranjeros.
Subir

Sentence Analysis: “I’ll Get That For Ya”

What could this sentence even mean?  If you don’t have just one answer pop into your head, don’t worry, neither do I.  There are so many possible meanings of this sentence that it’s impossible to define. It could be “Te lo cojo”, “Te lo paso”, “Contesto tu móvil”, “Te invito”, or something totally different!  So let’s break it down.

1. Will.

First of all, in English, if we’re talking about the future, even an extremely near future, we have to use the future tense. No present tense allowed!  Here we don’t use the “going to” future because it’s most likely a spontaneous decision.

"Will" often suggests that the speaker is offering to do something for someone else. We also use "will" to respond to someone else's complaint or request for help or when we request that someone help us or volunteer to do something for us. Similarly, we use "will not" or "won't" when we refuse to voluntarily do something.

Ex: I’ll call you later.
       I’ll pick up your pencil for you.
       I’ll carry your bag for you, it looks heavy.

2. Get.

The age-old problem of a word that has a million meanings. 

The most common meanings of get are:
            To obtain: She got her driving license last week
            To receive: I got a postcard in the mail.
            To buy: She got this new coat from Zara last week.
            To arrive: She got home late because of all the traffic.

But that doesn’t include all the phrasal verbs get is used in!

3. Ya.

This part is easier.  “Ya” is an abbreviation for you in this sentence.  When it is pronounced /y ə/ (uh like but) it means you.  However, it also means yes.  When it is pronounced /yah/ (ah like cat) it means yes.


So, hopefully this helps decipher this strange but useful and common sentence! 

Abigail Franckquepohl | 121 Conversation
Autora: Abigail Franckquepohl
Profesora en 121 Conversation. Nacida en Nueva York, se ha trasladado a España para conocer otra cultura y otro idioma. Es profesora acreditada con el TEFL y lleva cinco años dando clases de inglés para extranjeros.
Subir

You wish you could communicate better in a fluent way?

Take the bull by the horns Así de claro, "coger al toro por los cuernos".

Take the bull by the horns and deal with this situation in a firm way. Conversation on Skype with a personal teacher will grant you the confidence you need in order to let the words flow easily. You can learn a different vocabulary, like idioms or why not some slang, with your own teacher. It's a one-to-one exchange, where you can repeat the right pronunciation and correct your mistakes in a friendly way. The icing on the cake !*



*The icing on the cake: Literalmente, es el glaseado o la cobertura en el pastel. Corresponde a la expresión "la guinda del pastel".


Autora: Vivian Martin
Profesora de 121 Conversation de Inglés con mucha experiencia. Se adapta a las necesidades del alumno y procura tener clases dinámicas. Además, prepara específicamente para los exámenes de Inglés del British Council: PET, FCE, CAE.
Subir

Countable and UNCountable noun article

English isn't easy! We count the grains in bread but not the bread itself. We count loaves of bread and slices of bread, but we don't count bread! Why not? How can you tell? How can you keep all these countables and uncountables straight!? No need to fret, just keep reading and I'll explain it bit by bit (by the way, you can count bits of bread and even crumbs, but not the bread itself!).

So, the main difference between these two types of nouns is that countables you can count, and uncountables, you can't.  It's not quite as simple as all that but let's think.  You have some water.  Can you count it? No!  You can count bottles of water or glasses of water but the water itself can’t be counted.  One of the most common uncountable nouns is liquids.  Water, milk, soda and juice are all uncountable.  Likewise, solids with small parts or that can be melted into a liquid are also uncountable.  For example, rice, pasta and ice cream are all uncountable.  You might argue that you could count each grain of rice or each piece of spaghetti but who really wants to do that! Butter, wax, grass, popcorn and cheese also fall into this category.  Remember though, we do find ways to count these items such as scoops (of ice cream), pieces (of cheese), kernels (of popcorn), blades (of grass) and more.

In addition to food and drink, concepts are usually uncountable.  It’s logical! How can you count music or psychology or art?  Most things that are abstract are uncountable and all uncountable nouns are treated in the singular.  For example, “this music is horrendous” or “love always triumphs.”  Likewise, whenever we modify an uncountable noun, we must use an appropriate modifier.  “Some, any, a little and much” all modify these nouns (many and a few do NOT).  The last rule is that we don’t use the indefinite article (a or an) with uncountable nouns but the definite article (the) is ok.  So, let’s look at some examples that put these rules into practice:

I’ve got some rice.
Do you have any milk?
Music is my passion.
Their lawn doesn’t have much grass.

BUT!

I’ve got so many grains of rice.
Do you have many glasses of milk?
The music that she plays is lovely.
There are a few blades of grass on their lawn.

In conclusion, liquids, solids that melt, and small part solids are uncountable.  Abstract concepts like love and happiness, news and information, money, power and electricity are also uncountable. We use uncountable modifiers, no indefinite article and they are treated in the singular.  However, most uncountables can be counted by specifying how we will count them.  Try some exercises yourself!

I’ve got so (much/
many) water.
He thinks that (a/ø) money is the root of all evil.
The news (is/are) very depressing.
They have (many/a little) popcorn.
Do you have (any/many) butter?




Abigail Franckquepohl | 121 Conversation
Autora: Abigail Franckquepohl
Profesora en 121 Conversation. Nacida en Nueva York, se ha trasladado a España para conocer otra cultura y otro idioma. Es profesora acreditada con el TEFL y lleva cinco años dando clases de inglés para extranjeros.
Subir

Breve tutorial de instalación de Skype

Dicen que la forma más fácil para aprender como se hacen las cosas, principalmente, es viendo como se haces. Aquí os dejamos un pequeño tutorial de poco más de dos minutos que te permitira instalar Skype en tu ordenador independientemente de la plataforma que uses en el.



Después envíale tu identificativo de Skype al profesor y él te llamará a la hora y día acordados para que recibas tu clase 121 Conversation

Subir

Business English: Customer Service Essentials

Esta semana hemos lanzado un nuevo taller dentro de nuestro servicio KNOWLEDGE FACTORY.

Este taller es único, ya que está construido a partir de las experiencias personales de expertos que trabajan en el servicio a la clientela en países de habla Inglesa. Esta dirigido principalmente a profesionales que deseen mejorar su comunicación en inglés en su trabajo de atención al cliente, reocomendándose un nivel mínimo A2 de conocimiento del idioma.
Customer Service Essentials | Knowledge Factory
El diseñador de este curso considera diferentes escenarios y costumbres comunes a distintos países de habla inglesa ya sea por teléfono o de persona a persona.

Los objetivos marcados en el taller "Customer Service Essentials" son enseñar las habilidades básicas del lenguaje que serán útiles para la comunicación de las necesidades de servicio de atención al cliente en Inglés. Para ello, se comparten conocimientos prácticos sobre cómo llegar a ser un comunicador eficaz para el servicio al cliente, independientemente de la lengua utilizada.

Los contenidos, mediante presentaciones multimedia, incluyen artículos, vídeos, audio y otros recursos
en línea. Las actividades son una selección de breves ejercicios de gramática, de comprensión de lectura, las conversaciones con su tutor, las grabaciones de audio y los mensajes en el foro.

Tiene una duración de 8 horas (incluyendo 6 sesiones individuales para practicar con tu tutor mediante videoconferencia por el método 121 Conversation) y a un precio bastante económico.
Subir

Niveles de competencia lingüística

¿Qué es el MCER?

El Consejo de Europa publicó en 2001 el Marco Común Europeo de Referencia para las lenguas (MCER) con el fin de unificar directrices para la enseñanza y el aprendizaje de las lenguas dentro del contexto europeo.
El MCER es un documento cuyo objetivo es proporcionar una base común para la elaboración de programas de lenguas, orientaciones curriculares, exámenes, manuales y materiales de enseñanza contribuyendo de este modo a facilitar la movilidad entre los ámbitos educativo y profesional.

Niveles de competencia lingüística | 121 Conversation

¿Qué son los niveles de referencia?
Una de las herramientas más determinadas del MCER es el establecimiento de una escala de 6 niveles comunes en los que se divide el progreso en el aprendizaje de una lengua: A1 (Acceso), A2 (Plataforma), B1 (Umbral), B2 (Avanzado), C1 (Dominio operativo eficaz) y C2 (Maestría).
La numeración de los niveles permite que se realicen más subdivisiones sin perder la referencia del objetivo principal del que procede. La mayoría de las instituciones públicas y privadas ya han adaptado sus enseñanzas de idiomas al MCER. La duración y la extensión de contenidos de cada nivel varían entre sí. Por lo que, cada institución ha optado por dividir en 2, 3 o 4 sub-niveles cada uno nivel de los 6 niveles del MCER en función de la distribución y organización de sus cursos.

Un enfoque orientado a la acción

El cuadro descrito es una herramienta de ayuda para la autoevaluación sobre la base de los seis niveles. Se pretende ayudar a los alumnos a identificar sus destrezas principales con el fin de autoevaluar su nivel de dominio de la lengua.

El MCER delimita las 5 capacidades que el alumno debe controlar en cada uno de los niveles para las categorías comprender, hablar y escribir:

CO: Comprensión oral
CE: Comprensión escrita
IO: Interacción oral
EO: Expresión oral
EE: Expresión escrita
Teóricamente, se considera que un nivel del A1 al C2 está adquirido cuando las 5 destrezas lingüísticas sean validadas dentro de ese mismo nivel. Todas las situaciones intermedias son posibles, por ejemplo, una persona puede tener un nivel avanzado en comprensión escrita y sin embargo, tener un nivel umbral en expresión oral.
Poco a poco, la mayoría de las instituciones de enseñanza de idiomas intentan poner fin a la preponderancia de la parte escrita que ha estado presente durante mucho tiempo a favor de un enfoque equilibrado y específico para trabajar por igual cada destreza. Se desarrollan pues diferentes actividades cuyo objetivo es el de favorecer la adquisición de todas las destrezas y evaluaciones especificas para cada una de ellas.