Common European Framework of Reference for Languages: Learning, Teaching, Assessment

A1 A2 B1 B2 C1 C2
U Listening I can recognise familiar I can understand I can understand the I can understand I can understand I have no difficulty in
N words and very basic phrases and the highest main points of clear extended speech extended speech understanding any kind
D phrases concerning frequency vocabulary standard speech on and lectures and follow even when it is not of spoken language,
E myself, my family and related to areas of most familiar matters regularly even complex lines of clearly structured and whether live or
R immediate concrete immediate personal encountered in work, argument provided the when relationships broadcast, even when
S surroundings when relevance (e.g. very school, leisure, etc. I can topic is reasonably are only implied and delivered at fast native
T people speak slowly basic personal and understand the main familiar. I can understand not signalled explicitly. speed, provided I have
A and clearly. family information, point of many radio or TV most TV news and current I can understand some time to get
N shopping, local area, programmes on current affairs programmes. I can television programmes familiar with the
D employment). I can affairs or topics of understand the majority and films without too accent.
I catch the main point in personal or professional of films in standard much effort.
N short, clear, simple interest when the delivery dialect.
G messages and is relatively slow and
announcements. clear.

Reading I can understand I can read very short, I can understand texts I can read articles and I can understand long I can read with ease
familiar names, words simple texts. I can find that consist mainly of reports concerned with and complex factual virtually all forms of the
and very simple specific, predictable high frequency everyday contemporary problems in and literary texts, written language,
sentences, for example information in simple or job-related language. I which the writers adopt appreciating including abstract,
on notices and posters everyday material such can understand the particular attitudes or distinctions of style. I structurally or
or in catalogues. as advertisements, description of events, viewpoints. I can can understand linguistically complex
prospectuses, menus feelings and wishes in understand contemporary specialised articles and texts such as manuals,
and timetables and I personal letters. literary prose. longer technical specialised articles and
can understand short instructions, even when literary works.
simple personal letters. they do not relate to
my field.

S Spoken I can interact in a I can communicate in I can deal with most I can interact with a I can express myself I can take part
P Interaction simple way provided simple and routine situations likely to arise degree of fluency and fluently and effortlessly in any
E the other person is tasks requiring a simple whilst travelling in an spontaneity that makes spontaneously without conversation or
A prepared to repeat or and direct exchange of area where the language regular interaction with much obvious searching discussion and have a
K rephrase things at a information on familiar is spoken. I can enter native speakers quite for expressions. I can good familiarity with
I slower rate of speech topics and activities. I unprepared into possible. I can take an use language flexibly idiomatic expressions
N and help me formulate can handle very short conversation on topics active part in discussion and effectively for and colloquialisms. I
G what I’m trying to say. social exchanges, even that are familiar, of in familiar contexts, social and professional can express myself
I can ask and answer though I can’t usually personal interest or accounting for and purposes. I can fluently and convey
simple questions in understand enough to pertinent to everyday life sustaining my views. formulate ideas and finer shades of meaning
areas of immediate keep the conversation (e.g. family, hobbies, opinions with precision precisely. If I do have a
need or on very familiar going myself. work, travel and current and relate my problem I can
topics. events). contribution skilfully to backtrack and
those of other restructure around the
speakers. difficulty so smoothly
that other people are
hardly aware of it.
 Spoken I can use simple
Production phrases and sentences
to describe where I live
and people I know.
W Writing I can write a short,
R simple postcard, for
I example sending
T holiday greetings. I can
I fill in forms with
N personal details, for
G example entering my
name, nationality and
address on a hotel
registration form.
Common European Framework of Reference for Languages: Learning, teaching, assessment. 2001. Council of Europe. Cambridge University Press.
I can use a series of I can connect phrases in a I can present clear, I can present clear, I can present a clear,
phrases and sentences simple way in order to detailed descriptions on a detailed descriptions of smoothly flowing
to describe in simple describe experiences and wide range of subjects complex subjects description or argument
terms my family and events, my dreams, related to my field of integrating sub-themes, in a style appropriate to
other people, living hopes and ambitions. I interest. I can explain a developing particular the context and with an
conditions, my can briefly give reasons viewpoint on a topical points and rounding off effective logical
educational background and explanations for issue giving the with an appropriate structure which helps
and my present or most opinions and plans. I can advantages and conclusion. the recipient to notice
recent job. narrate a story or relate disadvantages of various and remember
the plot of a book or film options. significant points.
and describe my
reactions.
I can write short, I can write simple I can write clear, detailed I can express myself in I can write clear,
simple notes and connected text on topics text on a wide range of clear, well-structured smoothly flowing text in
messages relating to which are familiar or of subjects related to my text, expressing points an appropriate style. I
matters in areas of personal interest. I can interests. I can write an of view at some length. can write complex
immediate need. I can write personal letters essay or report, passing I can write about letters, reports or
write a very simple describing experiences on information or giving complex subjects in a articles which present a
personal letter, for and impressions. reasons in support of or letter, an essay or a case with an effective
example thanking against a particular point report, underlining logical structure which
someone for of view. I can write letters what I consider to be helps the recipient to
something. highlighting the personal the salient issues. I can notice and remember
significance of events and select style appropriate significant points. I can
experiences. to the reader in mind. write summaries and
reviews of professional
or literary works.