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 understand the description of events, feelings and wishes in personal letters. I can find specific, cefr writing assessment information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.
C1 I can understand cefr writing assessment speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. B1 I can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
Spoken production A1 I can use simple phrases and sentences to describe where I live and people I know. B2 I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints.
I can write personal letters describing experiences and impressions. C2 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.
A2 I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. C1 I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.
B2 I can write clear, detailed text on a wide range of subjects related to my interests. I can write letters highlighting the personal significance of events and experiences. C1 I can express myself in clear, well-structured text, expressing points of view at some length.
I can understand the majority of films in standard dialect. B1 I can write simple connected text on topics which are familiar or of personal interest.
B1 I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can express myself fluently and convey finer shades of meaning precisely. A2 I can read very short, simple texts.
I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.
I can understand specialised articles and longer technical instructions, even when they do not relate to my field. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.
I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. Listening A1 I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.
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. A2 I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.
C1 I can understand long and complex factual and literary texts, appreciating distinctions of style. A2 I can write short, simple notes and messages.
Reading A1 I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
C2 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. I can catch the main point in short, clear, simple messages and announcements.
I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.The self-assessment grid illustrates the levels of proficiency described in the Common European Framework of Reference for Languages (CEFR).
It presents 34 scales of listening, reading, spoken interaction, spoken production and writing activities. The following official translations should be used.
I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment).Download