GENERAL INFORMATION
The Diploma de Español como Lengua Extranjera (DELE) A2 accredits the level of competence and
command of the Spanish language equivalent to Level 2 of the Common European Framework of Reference
for Languages. It is an official qualification issued by the Instituto Cervantes on behalf of the Spanish Ministry
of Education.
A2
This accredits the sufficient linguistic competence to
understand phrases and expressions frequently used in
daily life relating to particularly relevant experiences (basic
information about oneself and one’s family, shopping, places
of interest, occupations, etc.).
The University of Salamanca corrects all exams, except for the Oral Expression and Interaction Section,
which is scored when the interview is conducted. Each section is scored out of 25 points, with a total of 100
possible points. Students must answer 70% of each section correctly in order to pass the exam. The final
exam results are reported as “apto” or “no apto”. To receive DELE qualification, you need to receive an “apto”
score on every section. You can see your score on the Instituto Cervantes’s webpage approximately three
months after the exam. Your score and diploma will be sent to you by mail through your testing centre.
“CUADERNILLO DEL CANDIDATO” (Candidate’s Notebook): “PRUEBAS” AND “TAREAS”
The exam is divided into four “pruebas” (sections), each with a different amount of time allotted. Each
“prueba” consists of different “tareas” (tasks), with a minimum of three and a maximum of five “tareas”.
The exam is conducted in two sessions: one for the written sections and one for the oral section. These
sessions may be held on the same day or on different days, depending on the number of exam candidates
at each testing centre.
• The Three Written Response Sections:
A2 DELE – CANDIDATE’S NOTEBOOK
PRUEBA DE COMPRENSIÓN
DE LECTURA (Reading
Comprehension Section)
“Tareas” 1 to 5
PRUEBA DE COMPRENSIÓN
AUDITIVA (Listening
Comprehension Section)
“Tareas” 1 to 5
60 min.
35 min.
PRUEBA DE EXPRESIÓN E
INTERACCIÓN ESCRITAS
(Written Expression and
Interaction Section)
“Tareas” 1 to 3
50 min.
Responses must be recorded on the “HOJA DE RESPUESTAS” (Answer Sheet).
On the exam day, candidates will receive the “Cuadernillo del candidato” and the “Hoja de respuestas”,
where responses to all three sections are to be written. Candidates are given a 20-minute break after the
reading comprehension and listening comprehension sections. The entire exam is written in Spanish. Read
all instructions carefully and record your responses on the “Hoja de respuestas”.
• The Oral Expression and Interaction Section:
PRUEBA DE EXPRESIÓN E INTERACCIÓN ORALES
15 minutes to prepare
for “tareas” 1, 2 and 3
15 minutes to complete
the section (“tareas” 1 to 4)
This section is by appointment and may be held on a different day than the written sections. You will
receive your appointment details by mail, indicating the exact date and time you should report for this
section of the exam. On exam day, testing centre staff will assist you and tell you where you can prepare for
the tasks and where testing for this section is to take place.
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In order to familiarise yourself with the exam’s content and format, we recommend that you read this
information and study one of the exam models available in Aprueba el DELE A2.
PRUEBA DE COMPRENSIÓN DE LECTURA (Reading Comprehension Section)
60 minutes: 5 “tareas“ - 30 questions in total
Tarea 1
Items 1 to 7
• Read directions, warnings, rules, instructions on how to use services, labels, brochures, signs,
etc.
• Match 10 texts with 7 headings. Note: there are 3 extra texts.
• Goal: to understand the message of the text
Tarea 2
Items 8 to 12
• Read a letter, e-mail or fax regarding personal information, introductions, invitations, requests
for information, reservations, questions about schedules, etc.
• 5 multiple choice questions (you must select the correct answer from three options). Two
questions address the main idea of the text. The other three ask about specific information.
• Goal: to extract the main idea of the text and identify specific information
Tarea 3
Items 13 to 18
• Read informative or promotional texts from magazines, newspapers, brochures, articles, blogs,
contests, forums, etc.
• There is one multiple choice question for each text (you must select the correct answer from
three options).
• Goal: to extract the main idea of the text or identify specific information
Tarea 4
Items 19 to 24
• Read informative or descriptive texts, such as leisure guides, weather forecasts, horoscopes,
restaurant menus, recipes, schedules, job offers, flat letting, etc.
• 6 headings: match each heading with a text. Note: there are 3 extra texts.
• Goal: to extract specific information from commonly used materials
Tarea 5
Items 25 to 30
• Read a text: biographies, short stories, diaries, blog entries, current news, travel guides, etc.
• 6 multiple choice questions (you must select the correct answer from three options). Two
questions address the main idea of the text. The other four ask about important ideas or
changes of subject.
• Goal: to identify the main idea or ideas and changes of subject
PRUEBA DE COMPRENSIÓN AUDITIVA (Listening Comprehension Section)
35 minutes: 5 “tareas” – 30 questions in total
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Tarea 1
Items 1 to 7
• Listen to 7 short radio spots: advertisements, offers, contests, information on events, etc. You
will hear each selection twice.
• 7 questions, each with 3 possible answers. You must select the correct answer to each question.
• Goal: to understand the main idea
Tarea 2
Items 8 to 13
• Listen to a piece of news or a radio programme related to aspects of everyday life. You will hear
the selection twice.
• 6 questions, each with 3 possible answers. You must select the correct answer to each question.
Two questions address the main idea of the text. The other four test your understanding of
specific information.
• Goal: to understand the general idea of the message and changes of subject
Tarea 3
Items 14 to 20
• Listen to recorded messages or loudspeaker announcements: notices, instructions,
announcements in stations, shopping centres, public spaces, etc. You will hear each message
twice.
• Match each message with a heading. Note: there are 3 extra headings.
• Goal: to extract basic information
Tarea 4
Items 21 to 25
• Listen to a telephone conversation regarding an exchange of services or products (prices, forms
of payment, documentation required, etc.). You will hear the conversation twice.
• 6 questions, each with 3 possible answers. You must select the correct answer to each question.
• Goal: to understand general information and identify specific pieces of information
Tarea 5
Items 26 to 30
• Listen to a conversation between two people regarding everyday situations or personal
information. You will hear the conversation twice.
• Match 5 headings with 8 pictures. Note: there are 3 extra pictures.
• Goal: to understand the main idea, the situation and changes of subject
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PRUEBA DE EXPRESIÓN E INTERACCIÓN ESCRITAS (Written Expression and Interaction Section)
50 minutes: 3 “tareas”
Tarea 1
(30-40 words)
• Write a comment on a form, survey, etc. or post on a blog, forum, etc. The content is accompanied
by pictures and directions.
• Goal: to express simple personal information or information on familiar subjects (dates,
reservations, apologies, tastes, etc.) in written form
Tarea 2
(70-80 words)
• Write an e-mail, post card, letter, message or personal note. The content is accompanied by
pictures and directions.
• Goal: to express personal information in written form, in keeping with the type of text you are
asked to write
Tarea 3
(70-80 words)
• Write a descriptive or narrative text. The content is accompanied by pictures and directions.
• Goal: to express the information you are asked to provide in written form and in a well-structured
manner
PRUEBA DE EXPRESIÓN E INTERACCIÓN ORALES (Oral Expression and Interaction Section)
Before the exam: 15 minutes to prepare “tareas” 1, 2 and 3
Exam time: 15 minutes (4 “tareas”)
Tarea 1
Monologue:
Speaking on a
Subject
3-4 minutes
Tarea 2
Monologue:
Describing a
Photograph
2-3 minutes
Tarea 3
Dialogue
Simulating
an Everyday
Interaction
2-3 minutes
• The examiner will show you cards with the possible subjects you will be speaking about and
questions that may help you with your monologue. The subject matter is related to aspects of
everyday life.
• You will have had time to prepare for this “tarea”.
• The examiner will show you a photograph depicting an everyday situation in which an exchange
takes place. These situations usually include the following: shopping, using means of transport,
food, free time, work, etc.
• You must give basic information on the place (what it looks like and what objects are present)
and the people depicted in the photograph: how they are dressed, where they are, what they may
be talking about, etc.
• You will have had time to prepare for this “tarea”.
• Together with the examiner, you will act out the situation from the photograph in “tarea” 2.
• You must participate in the conversation with appropriate, spontaneous responses and ask and
answer questions according to your role.
• Note: pay close attention to the examiner’s questions, answers and comments. If you understand
what the examiner says and his or her communicative intention, you will be able to provide an
acceptable answer.
• You will not know in advance what the examiner is going to say, but during the preparation
period for this section, you will find out what the roleplay with the examiner will consist of.
• The examiner will show you a card that describes a situation and your role in the situation so
that you and the examiner can carry out a dialogue.
• First you must defend your opinion. Then you have to react to what the examiner says. There is no
single correct answer: it is important that you be natural and improvise in order to successfully
Tarea 4
navigate this communicative situation.
Conversation with
• You must reach an agreement with the examiner regarding the issue on the card. Be agreeable,
the Examiner
using expressions like “¿qué te parece si…?” and “¿por qué no…?”.
Based on a Card
• The communicative situations providing the basis for your discussion are related to aspects of
2-4 minutes
everyday life: deciding how to best spend your free time, reaching an agreement on buying a gift,
deciding which type of restaurant to go to, etc.
On the exam day, bring the following: your identification, your registration sheet, the official
notification of the exam from your testing centre and the letter indicating your appointment for
the oral exam. If you registered for the exam online, remember to bring a photocopy of your
identification. It is important that you arrive on time.
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INFORMATION AND ADVICE ON THE ORAL EXPRESSION AND INTERACTION SECTION
Before the test, you will have 15 minutes to prepare for “tareas” 1, 2 and 3. Testing centre staff will
explain how this section works and give you the materials you need in order to prepare the tasks.
You will have a quiet room in which to prepare. Take notes and plan out what you are going to say
according to the guidelines provided in this manual.
After the 15 minute preparation period, testing centre staff will show you to the test room. Say hello
when you walk into the room. There will be two people there: one is the examiner (the person with
whom you will be speaking) and the other is the scorer (the person who will be taking notes on your
performance). During this section, you only need to speak to the examiner.
The scorer will ask you whether you prefer to use “tú” or “usted”: feel free to choose whichever
option you feel comfortable with, but you will need to stick with your choice throughout the exam.
Whether you choose “tú” or “usted” will not affect your score. It is impossible to know exactly what the
examiner is going to say, so you must pay close attention and react accordingly. If there is something
you do not understand, you can:
– ask the examiner to repeat the question: “Perdone, ¿puede repetir?“ or “¿le importa repetir la
pregunta?“
– repeat part of the question back to the examiner to confirm you have understood correctly. Ex:
• (Examiner) ¿Está buscando un piso de alquiler?
• (You) ¿Cómo? ¿Un piso de alquiler?
• (Examiner) Sí, un piso por el que paga al propietario todos los meses.
In “tareas” 1 and 2 try to express yourself clearly, present the subjects in order and make connections.
Remember that there are two monologues. You can bring the information you have prepared into the
room, but you cannot read from it.
In “tareas” 3 and 4 you will be holding a conversation with the examiner. It is important that you
cooperate and communicate. Pay attention to what the examiner says. You should not repeat
memorised sentences, as this can distract you from one of your main goals: understanding the
examiner and reacting to the situation.
When the examiner explains “tareas” 3 and 4, it is best to express any doubts you have at this time:
that way, the dialogue that follows will flow more easily and naturally. Make sure you understand your
role in “tarea” 3. In “tarea” 4, address any doubts you have when the examiner shows you the card.
Try not to get stuck on a particular word. If you do not know a word, describe its meaning, use another
word, or start a new sentence... use your knowledge of the language. It is important to speak naturally
and demonstrate the resources you have in order to keep communication flowing. You may also find it
helpful to ask the examiner to repeat the question or ask him or her to speak more slowly.
The atmosphere of the interview is casual and pleasant, and it is important that you relax and make
the most of the situation. During the conversation, use brief, simple sentences. Do not make things
difficult for yourself by trying to use complicated words or structures. Use an appropriate tone, pause
if you need to (but not for too long) and use hand gestures if you feel they might help you.
It is important to prepare for the interview, but on the day of the exam try to relax and stay calm,
keeping stress to a minimum. Feel confident with your performance, speak clearly and slowly and
use correct pronunciation. Finally, say goodbye at the end of the test. Remember that this is the one
section of the exam that is scored on the spot.
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STRATEGIES AND TIPS
Very important: you have enough time. Remember that you have prepared for the exam. You are familiar with
its structure and you know how it works. Read the directions and content of each task carefully.
The exam’s directions are written in the usted form.
Prueba de comprensión de lectura (Reading Comprehension Section)
Read over the “tarea” to understand the general idea and pay attention to the format of the text.
This information will help you interpret the text. For example, if it is an e-mail, look over the subject
line, the greeting and the closing. This will give you clues towards identifying the type of relationship
between the sender and the addressee and whether the text is formal or informal. Then, read the text
again, this time responding to the questions whose answers you know. On your third reading, answer
the remaining questions. You do not need to understand the meaning of every single word in the text:
pay attention to what the task is asking you to do. Finish each “tarea” as you go. It is best not to leave
items for the end of the section.
Prueba de comprensión auditiva (Listening Comprehension Section)
For all of the “tareas”, the listening selections will be played, one after the other, from a CD (or, if there
are technical difficulties, the examiner will read from a transcript). First, read the questions for each
“tarea” carefully and look closely at the pictures: try to identify them and name them. This will help you
match them to the listening selections. When the recording begins, pay close attention. Remember
that each selection will be played twice, but do not forget to answer the questions immediately after
hearing the text. Do not try to respond after all selections have been played, because you will have to
answer by memory.
Prueba de expresión e interacción escritas (Written Expression and Interaction Section)
As you prepare to write your text, pay particular attention to the type of text that you are being asked
to write (a postcard, an e-mail, a blog, a forum discussion, forms, files, questionnaires, etc.) and to
whether it requires formal or informal language. Do not forget to include greetings, closings, dates, a
subject line if the text is an e-mail, etc. Use short, simple sentences. Make sure your text meets the
minimum word requirement indicated in each case. Manage your time: leave time to revise your work
and check for punctuation and spelling mistakes.
Prueba de expresión e interacción orales (Oral Expression and Interaction Section)
To practise for this section, you may want to record yourself (with your mobile phone, computer or
camcorder, for example). Listening to your own voice and hearing your pronunciation and tone will
help you learn how to self correct.
To practise the preparation period of this section, you can make notes to organise what you are going
to say in the monologues from “tareas” 1 and 2. You can also prepare a rough outline of the interaction
you will have in “tarea” 3. Remember that this preparation period is 15 minutes long. Afterwards,
keeping an eye on the clock, practise your monologues from “tareas” 1 and 2 out loud.
For “tareas” 3 and 4, it is very important that you understand your role in the conversations. These
conversations simulate different everyday situations and you need to make sure you fully understand
what role you are expected to play. If you are unsure, ask the examiner directly before the conversations
begin.
As you complete “tareas” 3 and 4, concentrate on listening and reacting appropriately to what the
examiner says, according to the role you are playing in each situation, so that what you say helps
move the conversation forward and bring any situations that arise to a logical conclusion. Remember
that if you do not understand the examiner, the best thing to do is to ask him or her to repeat or
confirm the question or answer.
Look over all of the subjects, photographs and card models that come with this manual. Write
examples of dialogues and practise them out loud, matching your tone to each situation.
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LEVEL A2: CONTENT
The skills and competences needed to achieve level A2 are described in the Plan curricular del Instituto
Cervantes, which lays out the reference levels for Spanish according to the European Council’s guidelines.
Below you will find a summary of the content of level A2; if you would like to know more about this content,
consult the Plan curricular del Instituto Cervantes, available at http:www.e-sm.net/PCIC.
You can tick ( 3) the skills you think you already have. This will help you identify the content that you need to
work on.
General Aims
The aims for levels A1 and A2 are the same, but speakers at level A2 differ from those at level A1 in that they
have a greater variety of resources and a better understanding of Hispanic social conventions and cultural
references governing communicative situations, and can therefore navigate language exchanges with more
confidence and in less time, even if they need to paraphrase, ask for something to be repeated, etc.
Communicative contexts are broader in level A2, encompassing not only face-to-face exchanges, but also, for
example, communication by telephone or at public events.
Get information needed to understand directions, instructions or specific information
Use basic services: food, clothing, accommodation, etc. Navigate common steps or processes, for
example, while travelling (ask about schedules, transport, etc.)
Deal with very simple, common situations: fulfil basic needs, resolve doubts, solve simple problems in
basic communicative situations (give personal information, say that you are experiencing pain, etc.)
Briefly and simply express satisfaction or dissatisfaction
Communicate in places where services are offered: shops, post offices, banks, hospitals, means of
transport, etc.
Participate in everyday encounters and social situations, exchange information regarding personal
information, tastes, etc.
Navigate oral and written texts in diverse contexts related to your surroundings and immediate needs
Participate in brief and simple public presentations
Functional Content
Give and ask for information: express nuances (curiosity) or suggest alternatives
Express opinions, attitudes and knowledge: evaluate, express facts, express agreement, obligation or
needs
Express tastes, wishes and feelings: hate, satisfaction, preference, sadness, concern, surprise, pride,
etc.
Give instructions, ask for a favour or ask for help
Suggest or reject an idea
Greet someone and say goodbye: oral and written language
Introduce yourself in formal and informal situations
Express gratitude and apologise
Congratulate and respond to congratulations
Organise a speech
Interact in everyday situations: request services, complete transactions, etc.
Relate and describe everyday situations
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Grammar Content
N
ouns: gender and number
A
djectives: gender, derivative adjectives (ending in -dor, -tor, -sor and –e) and degrees of comparison
D
efinite and indefinite articles: values, absence and syntactic distribution
D
emonstratives: uses and values
P
ossessives: values and forms
U
niversal and graded quantifiers
P
ronouns: presence and absence, forms and values
Q
uestion words
T
he exclamation qué
A
dverbs with -mente, the adverb cuándo and enunciación adverbs (ordinal adverbs: primero, segundo)
V
erbs: the past perfect, the past indefinite and the past imperfect
Imperatives
Impersonal verb forms: infinitives, gerunds and participles
A
uxiliary verbs
S
imple sentences
C
ompound sentences with y/e and o/u
S
ubordinate clauses: adverbial, conditional, consecutive and comparative
Text Comprehension and Written Expression
Letters, faxes, e-mails, postcards, blogs, forums, etc.
Narrative and descriptive texts
Current news, radio and television schedules
Show times, horoscopes
Short stories
Weather forecasts
Product labels
Job offers
Biographies and diaries
Registration forms, orders, confirmations, complaints, job applications
Personal texts: thank-you letters, excuses, invitations, experiences
Restaurant menus
Signs in hotels, shops, supermarkets, etc.
Informative or advertising brochures (for example, tourism brochures)
Notices: flats for let, advertisements, etc.
Business hours and public transport schedules
Notes and messages
Transport tickets, bank notes
Shopping centre directories
Receipts
Brief reports
Recipes
Social and Cultural Awareness and Behaviours
At Level A1, the introduction to social and cultural awareness and behaviour aims for approximation.
At Level A2, the aim is deeper knowledge and consolidation.
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Social Life and the Structure of Society
Personal identification: identification papers
Family
The calendar: holidays, schedules, etc.
Food and drink: table manners, establishments
Education and culture: schools and their structure, libraries, museums, etc.
Work and the economy: schedules, holidays, etc.
Leisure activities, habits and hobbies: shows, outdoor activities, sports, etc.
The media: print media, television, radio, the Internet
The home
Services: sports facilities, parks, street furniture, public spaces
Shopping: shops, prices, payments, consumer habits
Health and hygiene: personal hygiene, health centres, social security
Travel, accommodation and transport: available services, types of tickets
Ecology and the environment: nature reserves, types of trails, etc.
Social services and assistance programmes: services for senior citizens, immigrants and the poor
Safety: police forces (local and national police, Guardia Civil, etc.)
Interpersonal and Group Relationships
Social interaction with people according to relationships
Activities with co-workers
Politeness
Official and co-official languages
Customs, festivals, celebrations and ceremonies
THE “HOJA DE RESPUESTAS”
First, read the instructions for each “tarea” carefully and look at the examples provided to understand
how to fill out the answer sheet in each case. The “Hoja de respuestas 1” (for the reading and listening
comprehension sections) is scored automatically. The “Hoja de respuestas 2” (for the written expression and
interaction section) is corrected by the University of Salamanca.
Your personal information, the testing centre, city, country and registration number (número de inscripción)
will be on the “Hoja de respuestas”. Some centres will provide you with personalised answer sheets with this
information already printed on them. At other centres, you will have to fill out the answer sheet with your
information. Each centre will inform you regarding which type of answer sheet they have.
As you record your answers, pay attention to the numbering, which is sequential within each section: each is
numbered from 1 to 30. Make sure you are filling out each question’s corresponding number on the answer
sheet. Examples are always numbered “0”; do not be confused by this.
Mark only one answer for each question, like this:
1
A
B
C
D
Do not make any other marks on your answer sheet. Do not mark more than one answer for the same
question:
1
A
B
C
D
1
A
B
C
D
Remember that only answers written on the “Hoja de respuestas” will be scored: if you write your answers
in your Candidate’s Notebook, you will need to transfer them to the answer sheet.
You will not have an answer sheet for the oral expression and interaction section. The scorer will fill out the
necessary information.
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