State of Israel - Ministry of Education

Pedagogical Secretariat - Language Department

English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
RECEPTION ACTIVITIES
Spoken reception
Overall spoken reception
Can understand extended speech and most lines of argument on concrete and abstract
topics, provided these are sign-posted by explicit markers
Understanding conversation between expert language users
● Can catch much of what is said with some effort in a conversation/discussion with
several expert language users, but may find it difficult to participate effectively if
there is no linguistic accommodation
● Can identify the main reasons for and against an argument or idea in a discussion
conducted in clearly articulated standard speech
● Can follow chronological sequence in extended informal speech (e.g., in a story or
anecdote)
Listening as a member of a live audience
● Can follow a lecture or talk provided the subject matter is familiar and/or of
interest, the presentation clearly structured and sign-posted
● Can follow the general lines of argument in a clearly articulated lecture or talk
provided the topic is reasonably familiar and sign-posted
● Can distinguish main themes from asides (a remark/digression that is not part of
the main subject), provided that the lecture or talk is delivered in clearly
articulated standard speech
● Can recognize the speaker’s point of view and distinguish this from facts that
he/she is reporting
Listening to announcements, instructions and directions
● Can understand detailed instructions well enough to be able to follow them
successfully
● Can understand most public announcements and messages spoken in standard
speech at normal speed
Listening to audio media and recordings
● Can understand the content of a wide range of audio material (recorded or
broadcast) provided speech is clearly articulated
Watching TV, film and video
● Can follow films in which the storyline is supported by clearly delivered language,

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
as well as visuals and action
● Can understand many TV programs (e.g., interviews, short lectures,
documentaries and news reports) on general topics/issues and/or of personal
interest provided speech is clearly articulated
Written reception
Overall written reception
Can read level-appropriate texts with a large degree of independence and a high
level of comprehension, adapting style and reading rate to different purposes
Reading correspondence
● Can understand basic, standard and formal correspondence and online postings
(e.g., information on driving laws and regulations)
Reading for orientation
● Can scan longer texts to locate and gather desired information from different
parts of one or more texts to fulfill a specific task
Reading for information and argument
● Can recognize the intent of a text: to provide factual information or to convince
readers of something
● Can understand texts on familiar subjects or topics of current interest, and
recognize implied points of view
● Can exploit text structure for comprehension (e.g., contrasting arguments,
problem-solution and cause-effect relationships
Reading as a leisure activity
● Can independently read for pleasure, adapting style and speed of reading to
different texts

RECEPTION STRATEGIES
Identifying cues and predicting (spoken and written) (adapted)
● Can exploit text organization features to understand arguments in a text (e.g.,
numerical, temporal, logical connectors; the role of key paragraphs in the overall
text organization
● Can extrapolate the meaning of a text section in reference to the text as a whole

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
PRODUCTION ACTIVITIES
Spoken production
Overall spoken production
Can give clear, detailed descriptions/presentations on a wide range of subjects,
expanding and supporting ideas with relevant subsidiary points/examples using
level-appropriate language (vocabulary and grammar)
Sustained monologue: Describing experience
● Can clearly express and explain feelings about something experienced and give
reasons to explain those feelings
● Can give clear, detailed descriptions on a wide range of subjects

● Can describe the personal significance of events and experiences in detail

● Can describe hypothetical events and situations

Sustained monologue: Giving information

● Can communicate detailed information reliably

● Can give a clear, detailed description of how to carry out a procedure

Sustained monologue: Putting a case (e.g., in a debate)

● Can explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options
● Can develop an argument that can be followed without difficulty most of the time

Public announcements
● Can deliver announcements on most general topics clearly, fluently and with a
degree of spontaneity
Addressing audiences
● Can give a prepared presentation on a topic of interest, outlining similarities and
differences relevant to the subject matter (e.g., comparison between products,
countries/regions, plans)
● Can give a clear, prepared presentation, providing reasons in support of/against a
particular viewpoint and suggesting advantages/disadvantages of various options
● Can take a series of follow up questions with a degree of fluency and spontaneity

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
Written production
Overall written production
Can write clear, detailed texts on a variety of subjects and topics of interest,
synthesizing and evaluating information and arguments from several sources, using
level-appropriate language (vocabulary and grammar)
Creative writing
● Can write cohesive, coherent, detailed descriptions on a variety of subjects and
topics of interest including accounts of experiences and events
Written reports and essays
● Can write a report/essay on a subject of interest, addressing
advantages/disadvantages, expressing and justifying his/her position
● Can paraphrase and integrate factual information drawn from three sources on a
wide range of topics with growing accuracy of language and content

PRODUCTION STRATEGIES
Planning
● Can rehearse and try out lexical items and grammatical structures, inviting
feedback
Compensating
● Can use circumlocution and paraphrase to cover gaps in vocabulary and structure

● Can convey meaning by qualifying with a word or phrase meaning something

similar (e.g., 'a viewing instrument in a submarine' as a substitute for 'periscope'
Monitoring and repair
● Can reformulate language if he/she becomes conscious of slips/errors that may
lead to or have resulted in misunderstandings
● Can document and monitor recurring mistakes/errors as he/she progresses
towards fluency and accuracy

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
INTERACTION ACTIVITIES
Spoken interaction
Overall spoken interaction
Can interact with a degree of fluency and spontaneity that makes possible strain-
free interaction, and sustained relationships with successful language users
Can highlight the personal significance of events and experiences, account for and
sustain views clearly by providing relevant explanations and arguments
Understanding an interlocutor
● Can understand in detail what is said to him/her in standard spoken language
even in a relatively noisy environment
Conversation
● Can start and maintain a conversation by asking relatively spontaneous questions
about a special experience or event, expressing reactions and opinions on familiar
subjects
● Can participate in relatively long conversations on subjects of common interest

● Can convey degrees of emotion and highlight the personal significance of events
and experiences
Informal and formal discussions (adapted)
● Can take an active part in informal discussion in a variety of contexts,
commenting and clearly expressing point of view
● Can compare and contrast alternatives (e.g., discuss what to do, where to go,
who or which to choose)
● Can account for and sustain his/her opinions in discussion by providing relevant
explanations, arguments and comments
Goal-oriented co-operation (e.g., repairing a car, discussing a document, organizing
an event)
● Can follow what is said, though he/she may occasionally have to ask for
repetition or clarification if necessary
● Can help along the progress of the work (e.g., by inviting others to join in, say
what they think)
Obtaining goods and services
● Can explain a problem which has arisen and make it clear that the provider of the
service/customer must make a concession

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
Information exchange
● Can pass on detailed information reliably

● Can exchange, check and confirm accumulated factual information on familiar

routine and non-routine matters with some confidence
Interviewing and being interviewed
● Can carry out an effective, fluent interview, departing spontaneously from
prepared questions, following up and probing interesting replies
● Can take initiatives in an interview, expand and develop ideas with little help or
prodding from an interviewer
Using telecommunications
● Can use telecommunications for everyday personal or professional purposes,
provided he/she can ask for clarification from time to time
Written interaction
Overall written interaction
Can convey information and ideas on abstract and concrete topics, and ask about or
explain problems with reasonable precision
Correspondence
● Can engage in written correspondence giving news and expressing thoughts
about abstract or cultural topics (e.g., music, films, commenting on the
correspondent's news and views
● Can consider formality and basic conventions appropriate to the context when
writing letters and emails
● Can obtain, by written correspondence, information required for a particular
purpose, collate and forward it to others
Notes, messages and forms
● Can take or leave messages communicating enquiries, and explaining problems

ONLINE INTERACTION ACTIVITIES

Online conversation and discussion
● Can engage in real-time online exchanges with more than one participant,
recognizing the communicative intentions of each contributor, but may require
some clarification or further explanation
● Can post online accounts of social events, experiences and activities referring to

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
embedded links and media and sharing personal feelings
● Can engage in moderated online exchanges among several participants,
effectively linking his/her contributions to previous ones in the thread, provided a
moderator facilitates the discussion
● Can recognize some misunderstandings and disagreements that arise in online
interactions and can enlist the help of the moderator and/or interlocutor(s)

Goal-oriented online collaboration

● Can interact online with a group that is working on a project, following
straightforward instructions, seeking clarification and helping to accomplish the
shared tasks

INTERACTION STRATEGIES
Taking the floor (turn taking)
● Can get involved/intervene in a discussion on a familiar topic, using a suitable
phrase to get the floor
● Can use stock phrases (e.g., ‘That's a difficult question to answer’) to gain time
and keep the turn while formulating what to say
Co-operating
● Can exploit his/her language repertoire and communication strategies to keep a
conversation/discussion going
● Can help focus the discussion by summarizing the point reached

Asking for clarification

● Can ask for further details and clarifications from other group members in order
to move a discussion forward

MEDIATION ACTIVITIES – MEDIATING A TEXT

Language A and Language B may be two different languages, two varieties of the same
language, two registers of the same variety, or any combination of the above. The can-
do statements can also refer to the same language and in that case “Language A” and
“Language B” are irrelevant.

Language A = communication source

Language B = communication output

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
Mediating a text
Overall mediation
Can collaborate with people from other backgrounds, showing interest and
empathy by asking and answering questions, formulating and responding to
suggestions, asking whether people agree, and proposing alternative approaches
Can convey with reasonable reliability detailed information and arguments
contained in complex but well-structured texts within his/her areas of interest
Relaying specific information in speech
● Can relay (in Language B) the main point(s) contained in oral presentations
and/or written texts (in Language A) on general topics and subjects related to
his/her areas of interest, which are particularly relevant for a specific purpose
Relaying specific information in writing
● Can relay in writing (in Language B) relevant decisions taken in a
meeting/discussion (in Language A)
Explaining data in speech/writing (e.g., in graphs, diagrams, charts etc.)
● Can interpret and describe (in Language B) overall trends shown in simple
diagrams (e.g., graphs, bar charts) (in Language A), even though lexical limitations
may cause difficulty with formulation at times
● Can interpret and present in writing (in Language B) the overall trends shown in
simple diagrams (e.g., graphs, bar charts) (with text in Language A), explaining the
context and important points in some detail and consulting reference materials
when/if necessary
Processing text in speech/writing
● Can relay (in Language B) the main points made in extended multimodal texts (in
Language A) on topics of interest, provided he/she can check the meaning of
lexical items when necessary
● Can summarize (in Language B) a text (in Language A) (e.g., a short narrative,
article, talk, discussion, interview or documentary)
Translating a written text into speech
● Can provide spoken translations into (Language B) of clearly written texts (in
Language A) containing information and arguments on subjects of interest
Expressing a personal response to creative texts (including literature)
● Can explain why certain parts or aspects of a work especially interested him/her
in level-appropriate language

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
● Can explain in some detail which character he/she most identified with and why
in level-appropriate language
● Can relate events in a story, film or play to similar events he/she has experienced
or heard about in level-appropriate language
● Can describe the emotions experienced by a character in a work in level-
appropriate language
● Can explain the feelings and opinions that a work provoked in him/her in level-
appropriate language
● Can describe the personality of a character in level-appropriate language

● Can express in some detail his/her reactions to the form of expression, style and
content of a work, explaining what he/she appreciated and why
Analysis of creative texts (including literature) (adapted)
● Can point out the most important episodes and events in a clearly structured
narrative using level-appropriate language (vocabulary and grammar) and explain
the significance of events and the connection between them
● Can compare, describe and connect the key themes and characters in two
creative/literary pieces (e.g., narratives) involving familiar and/or relevant
situations
Mediating concepts
Collaboration
Facilitating collaborative interaction with peers
● Can ask questions to stimulate discussion on how to organize collaborative work

● Can help to define common goals for teamwork and compare options for their
achievement
Collaborating to construct meaning
● Can use questions, comments and reformulations to maintain the focus of a
discussion
● Can present his/her ideas in a group and pose questions that invite reactions
from other group members’ perspectives
● Can consider two different sides of an issue, giving arguments for and against,
and propose a solution or compromise
Leading group work
Managing interaction

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
● Can give clear instructions to organize and carry out an activity

Encouraging conceptual talk

Can summarize points made by group members and for elaboration

MEDIATION STRATEGIES
Strategies to explain a new concept
Linking to previous knowledge
● Can formulate questions and give feedback to encourage group members to
make connections to previous knowledge and experiences
Adapting language
● Can make accessible for others the main contents of a spoken or written text on a
subject of interest (e.g., an essay, a forum discussion, a presentation) by
paraphrasing in simpler language
Breaking down complicated information
● Can make a complicated process easier to understand by presenting it in discrete
points
Strategies to simplify a text
Amplifying a dense text
● Can make new information more accessible by using repetition, paraphrasing,
and examples including visual illustrations
Streamlining a text
● Can identify and mark (e.g., underline, highlight etc.) the essential information in
a text to pass it on to someone else

PLURILINGUAL AND PLURICULTURAL COMPETENCE

Building on pluricultural repertoire
● Can explain features of his/her own culture to members of another culture or
explain features of the other culture to members of his/her own culture and
discuss how culturally-determined actions may be perceived differently by people

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
from other cultures
Plurilingual comprehension
● Can recognize similarities and contrasts in how concepts are expressed in
different languages, to distinguish between identical uses of the same word root
and ‘false friends’
● Can use his/her knowledge of contrasting grammatical structures and functional
expressions of languages in his/her plurilingual repertoire in order to support
comprehension
Building on plurilingual repertoire
● Can creatively exploit his/her repertoire in his/her plurilingual repertoire to cope
with some unexpected situations
● Can make use of different languages in his/her plurilingual repertoire during
collaborative interaction, in order to clarify the nature of a task, the main steps,
the decisions to be taken, the outcomes expected
● Can make use of different languages in his/her plurilingual repertoire to
encourage other people to use the language in which they feel more comfortable

COMMUNICATIVE LANGUAGE COMPETENCES

Linguistic (Lexical Band III-5 pts and Grammar Band III-5pts)
General linguistic range
● Can exploit level-appropriate language to give clear descriptions, express
viewpoints and develop arguments, for the most part fluently and with evolving
accuracy
Vocabulary range and control
● Can exploit receptive/productive knowledge of vocabulary specified on Grammar
Band III for 5 points to understand and convey messages related to a variety of
topics and everyday situations
● Can draw on receptive and productive vocabulary (BANDS I-III) to understand and
convey most messages connected to general topics
● Can generally exploit vocabulary knowledge to convey more precise meaning

Grammatical accuracy
● Can draw on his/her mastery of simple structures and evolving command of mor

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
complex structure and patterns specified in Grammar Band III for 5 points and
convey messages in predictable and unpredictable situations
Phonological control
Sound articulation
Can generalize from his/her repertoire to predict the phonological features of some
unfamiliar words (e.g., word stress) with reasonable accuracy (e.g., whilst reading)
Prosodic features
 Can employ prosodic features (e.g., stress, intonation, rhythm) to support the
message he/she intends to convey, though there may be some influence from
other languages he/she speaks

Orthographic control
● Can write with reasonably accurate spelling and punctuation, and can follow
standard layout and paragraphing conventions
Sociolinguistic appropriateness
● Can introduce some adjustments in his/her expression that show emerging
awareness of formal and informal registers
● Can generally express him/herself appropriately in most situations and can avoid
crass errors of formulation most of the time
Pragmatic
Pragmatic: Thematic development
● Can develop a clear description or narrative, expanding main points with relevant
supporting detail and examples
● Can develop a clear argument, expanding and supporting his/her perspective at
some length with subsidiary points and relevant examples
Pragmatic: Coherence and cohesion
● Can produce short text that is generally coherent and cohesive, using appropriate
linking words/phrases (cohesive devices) to link ideas between different parts of
the text
● Can structure longer texts in clear, logical paragraphs

Pragmatic: Propositional precision

● Can pass on detailed information with reasonable reliability

● Can communicate the essential points fluently with evolving expressive power

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 State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education
Can do’s – Independent user II – 5 point Bagrut – B2
also in more demanding situations
Pragmatic: Spoken fluency
● Can produce stretches of language with a fairly even tempo with pauses for
grammatical and lexical planning and can repair when necessary
● Can interact with a degree of fluency and spontaneity that allows for smooth
interaction with proficient interlocutors

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