1.

Understanding the levels

 Examine carefully the following table.

 Highlight or underline the salient features which distinguish one level from another. This is
particularly important when considering adjacent levels, i.e. A1/A2, A2/B1, B1/B2, B2/C1 and
C1/C2.

Common Reference levels: Global Scale (2001:24)

Proficient C2 Can understand with ease virtually everything heard or read. Can summarise
User information from different spoken and written sources, reconstructing arguments
and accounts in a coherent presentation. Can express him/herself
spontaneously, very fluently and precisely, differentiating finer shades of
meaning even in more complex situations.

C1 Can understand a wide range of demanding, longer texts, and recognise implicit
meaning. Can express him/herself fluently and spontaneously without much
obvious searching for expressions. Can use language flexibly and effectively for
social, academic and professional purposes. Can produce clear, well-structured,
detailed text on complex subjects, showing controlled use of organisational
patterns, connectors and cohesive devices.

Independent B2 Can understand the main ideas of complex text on both concrete and abstract
User topics, including technical discussions in his/her field of specialisation. Can
interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible without strain for either party. Can produce
clear, detailed text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options.

B1 Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most situations
likely to arise whilst travelling in an area where the language is spoken. Can
produce simple connected text on topics which are familiar or of personal
interest. Can describe experiences and events, dreams, hopes and ambitions
and briefly give reasons and explanations for opinions and plans.

Basic User A2 Can understand sentences and frequently used expressions related to areas of
most immediate relevance (e.g. very basic personal and family information,
shopping, local geography, employment). Can communicate in simple and
routine tasks requiring a simple and direct exchange of information on familiar
and routine matters. Can describe in simple terms aspects of his/her
background, immediate environment and matters in areas of immediate need.

A1 Can understand and use familiar everyday expressions and very basic phrases
aimed at the satisfaction of needs of a concrete type. Can introduce him/herself
and others and can ask and answer questions about personal details such as
where he/she lives, people he/she knows and things he/she has. Can interact in
a simple way provided the other person talks slowly and clearly and is prepared
to help.
 2. The CEFR illustrative scales

Language
Language Strategies Language Competencies
Proficiency

Language Activities

Production Reception Interaction

Speaking Writing Listening Reading Spoken Written

 Overall oral  Overall written  Overall listening  Overall reading  Overall oral  Overall written
production production comprehension comprehension interaction interaction
 Sustained  Creative writing  Understanding  Reading  Understanding a  Correspondence
monologue:  Reports and interaction correspondence native speaker  Notes, messages
describing essays between native
 Reading for
interlocutor and forms
experience speakers
orientation  Conversation  Note-taking
 Sustained  Listening as a
 Reading for  Informal discussion (lectures,
monologue: member of a live
putting a case audience
information and  Formal discussion seminars, etc.)
argument and meetings  Processing texts
(e.g. in debate)  Listening to

 Public announcements
Reading for  Goal-oriented
instructions co-operation
announcements and instructions
 Addressing  Listening to  Transactions to
audiences audio media and obtain goods and
recordings services
 Information
exchange
 Interviewing and
Watching TV and film (audio-visual reception) being interviewed
3. Language strategies

4. Language competencies
5. Self-assessment grid
Reception Interaction Production
Listening Reading Spoken Interaction Written Interaction Spoken Production Written Production
C2 I have no difficulty in I can read with ease I can take part effortlessly in I can present a clear, I can write clear,
understanding any kind virtually all forms of the any conversation or smoothly flowing description smoothly flowing text in
of spoken language, written language, discussion and have a good or argument in a style an appropriate style. I
whether live or including abstract, familiarity with idiomatic appropriate to the context can write complex
broadcast, even when structurally or expressions and and with an effective logical letters, reports or
delivered at fast native linguistically complex colloquialisms. I can express structure which helps the articles, which present
speed, provided I have texts such as manuals, myself fluently and convey recipient to notice and a case with an
some time to get familiar specialised articles and finer shades of meaning remember significant points. effective logical
with the accent. literary works. precisely. If I do have a structure, which helps
problem I can backtrack and the recipient to notice
restructure around the and remember
I can express
difficulty so smoothly that significant points. I can
myself with clarity
other people are hardly aware write summaries and
and precision,
of it. reviews of professional
relating to the
or literary works.
addressee flexibly
C1 I can understand I can understand long I can express myself fluently I can present clear, detailed I can express myself in
and effectively in
extended speech even and complex factual and spontaneously without descriptions of complex clear, well-structured
an assured,
when it is not clearly and literary texts, much obvious searching for subjects integrating sub- text, expressing points
personal, style.
structured and when appreciating expressions. I can use themes, developing of view at some length.
relationships are only distinctions of style. I language flexibly and particular points and I can write detailed
implied and not signalled can understand effectively for social and rounding off with an expositions of complex
explicitly. I can specialised articles professional purposes. I can appropriate conclusion. subjects in an essay or
understand television and longer technical formulate ideas and opinions a report, underlining
programmes and films instructions, even with precision and relate my what I consider to be
without too much effort. when they do not contribution skilfully to those the salient issues. I
relate to my field. of other speakers. can write different
kinds of texts in a style
appropriate to the
reader in mind.
B2 I can understand I can read articles I can interact with a degree of I can write letters I can present clear, detailed I can write clear, detailed
extended speech and and reports fluency and spontaneity that highlighting the descriptions on a wide range text on a wide range of
lectures and follow even concerned with makes regular interaction with personal of subjects related to my subjects related to my
complex lines of contemporary native speakers quite significance of field of interest. I can explain interests. I can write an
argument provided the problems in which the possible. I can take an active events and a viewpoint on a topical essay or report, passing
topic is reasonably writers adopt part in discussion in familiar experiences. issue giving the advantages on information or giving
familiar. I can understand particular stances or contexts, accounting for and and disadvantages of various reasons in support of or
most TV news and viewpoints. I can sustaining my views. options. against a particular point
current affairs understand of view.
programmes. I can contemporary literary
understand the majority prose.
of films in standard
dialect.
B1 I can understand the main I can understand texts I can deal with most situations I can write personal I can connect phrases in a I can write
points of clear standard that consist mainly of likely to arise whilst travelling in letters describing simple way in order to straightforward
speech on familiar matters high-frequency an area where the language is experiences and describe experiences and connected text on
regularly encountered in everyday or job-related spoken. I can enter unprepared impressions. events, my dreams, hopes topics, which are
work, school, leisure, etc. I language. I can into conversation on topics that and ambitions. I can briefly familiar, or of personal
can understand the main understand the are familiar, of personal interest give reasons and interest.
point of many radio or TV - description of events, or pertinent to everyday life explanations for opinions and
programmes on current feelings and wishes in (e.g. family, hobbies, work, plans. I can narrate a story or
affairs or topics of personal personal letters. travel and current events). relate the plot of a book or
or professional interest film and describe my
when the delivery is reactions.
relatively slow and clear.
A2 I can understand phrases I can read very short, I can communicate in simple I can write short, I can use a series of phrases I can write a series of
and the highest simple texts. I can and routine tasks requiring a simple notes and and sentences to describe in simple phrases and
frequency vocabulary find specific, simple and direct exchange of messages relating simple terms my family and sentences linked with
related to areas of most predictable information on familiar topics to matters in areas other people, living simple connectors like
immediate personal information in simple and activities. I can handle of immediate need. conditions, my educational ‘and’, ‘but’ and
relevance (e.g. very everyday material very short social exchanges, I can write a very background and my present ‘because’.
basic personal and family such as even though I can’t usually simple personal or most recent job
information, shopping, advertisements, understand enough to keep letter, for example,
local geography, prospectuses, menus the conversation going myself. thanking someone
employment). I can catch and timetables and I for something.
the main point in short, can understand short,
clear, simple messages simple personal
and announcements. letters.
A1 I can recognise familiar I can understand I can interact in a simple way I can write a short, I can use simple phrases I can write simple
words and very basic familiar names, provided the other person is simple postcard, for and sentences to describe isolated phrases and
phrases concerning words and very prepared to repeat or example, sending where I live and people I sentences.
myself, my family and simple sentences, for rephrase things at a slower holiday greetings. I know.
immediate concrete example, on notices rate of speech and help me can fill in forms with
surroundings when and posters or in formulate what I’m trying to personal details, for
people speak slowly and catalogues. say. I can ask and answer example, entering
clearly. simple questions in areas of my name, nationality
immediate need or on very and address on a
familiar topics. hotel registration
form.