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  • 1. Europass Language Passport Part of the European Language Portfolio developed by the Council of Europe FIRST NAME(S) SURNAME(S) Nuri Galí Bellapart Date of birth (*) 06 September 1992 Mother tongue(s) Catalan Other language(s) Spanish French English SPANISH Self-assessment of language skills (**) Understanding Speaking Writing Listening Reading Spoken interaction Spoken production C2 Proficient user C2 Proficient user C1 Proficient user C1 Proficient user C1 Proficient user Diploma(s) or certificate(s)(*) European level Title of diploma(s) or certificate(s) Awarding body Date (***) Linguistic experience(s) (*) Description From To It's my second mother tongue 1992 → FRENCH Self-assessment of language skills (**) Understanding Speaking Writing Listening Reading Spoken interaction Spoken production B1 Independent user B1 Independent user B1 Independent user A2 Basic User B1 Independent user Diploma(s) or certificate(s)(*) European level Title of diploma(s) or certificate(s) Awarding body Date (***) DELF1 and DELF2 2006 - Linguistic experience(s) (*) Description From To Two years ago, my friends and me, we went to Argeles and we spoke of french with them. 2006 → Explanatory note The Europass Language Passport is part of the European Language Portfolio developed by the Council of Europe. It uses the 6 European levels of the Common European Framework of Reference for Languages (CEF) to record the level of language proficiency achieved in a standardised format. More info on the Europass Language Passport: http://europass.cedefop.europa.eu - More info on the European Language Portfolio: www.coe.int/portfolio The template of the Europass language passport can be downloaded free of charge from the above websites. © Council of Europe and European Communities, 2004 20060628
  • 2. Europass Language Passport Part of the European Language Portfolio developed by the Council of Europe ENGLISH Self-assessment of language skills (**) Understanding Speaking Writing Listening Reading Spoken interaction Spoken production A2 Basic User A2 Basic User A2 Basic User A2 Basic User A2 Basic User Diploma(s) or certificate(s)(*) European level Title of diploma(s) or certificate(s) Awarding body Date (***) KET 2006 - Linguistic experience(s) (*) Description From To I study english since I was 6 years old. I've been in a english school. 1998 → (*) Headings marked with an asterisk are optional. (**) See self-assessment grid on reverse. (***) Common European Framework of Reference (CEF) level if specified on the original certificate or diploma. Explanatory note The Europass Language Passport is part of the European Language Portfolio developed by the Council of Europe. It uses the 6 European levels of the Common European Framework of Reference for Languages (CEF) to record the level of language proficiency achieved in a standardised format. More info on the Europass Language Passport: http://europass.cedefop.europa.eu - More info on the European Language Portfolio: www.coe.int/portfolio The template of the Europass language passport can be downloaded free of charge from the above websites. © Council of Europe and European Communities, 2004 20060628
  • 3. EUROPEAN LEVELS - SELF ASSESSMENT GRID A1 A2 B1 B2 C1 C2 U Listening I can understand familiar words and very I can understand phrases and the highest I can understand the main points of clear I can understand extended speech and I can understand extended speech even I have no difficulty in understanding any basic phrases concerning myself, my frequency vocabulary related to areas of standard speech on familiar matters lectures and follow even complex lines of when it is not clearly structured an when d kind of spoken language, whether live or N family and immediate concrete most immediate personal relevance (e.g. regularly encountered in work, school, argument provided the topic is reasonably relationships are only implied and not broadcast, even when delivered at fast D surroundings when people speak slowly very basic personal and family information, leisure, etc. I can understand the main familiar. I can understand most TV news signalled explicitly. I can understand native speed, provided. I have some time E and clearly. shopping, local area, employment). I can point of many radio or TV programmes on and current affairs programmes. I can television programmes and films without to get familiar with the accent. catch the main point in short, clear, simple current affairs or topics of personal or understand the majority of films in too much effort. R messages and announcements. professional interest when the delivery is standard dialect. S relatively slow and clear. T A N Reading I can understand familiar names, words I can read very short, simple texts. I can I can understand texts that consist mainly I can read articles and reports concerned I can understand long and complex factual I can read with ease virtually all forms of D and very simple sentences, for example find specific, predictable information in of high frequency everyday or job-related with contemporary problems in which the and literary texts, appreciating distinctions the written language, including abstract, I on notices and posters or in catalogues. simple everyday material such as language. I can understand the description writers adopt particular attitudes or of style. I can understand specialised structurally or linguistically complex texts N advertisements, prospectuses, menus and of events, feelings and wishes in personal viewpoints. I can understand articles and longer technical instructions, such as manuals, specialised articles and timetables and I can understand short letters. contemporary literary prose. even when they do not relate to my field. literary works. G simple personal letters. Spoken I can interact in a simple way provided the I can communicate in simple and routine I can deal with most situations likely to I can interact with a degree of fluency and I can express myself fluently and I can take part effortlessly in any interaction other person is prepared to repeat or tasks requiring a simple and direct arise whilst travelling in an area where the spontaneity that makes regular interaction spontaneously without much obvious nd conversation or discussion a have a rephrase things at a slower rate of speech exchange of information on familiar topics language is spoken. I can enter with native speakers quite possible. I can searching for expressions. I ca use n good familiarity with idiomatic expressions and help me formulate what I'm trying to and activities. I can handle very short unprepared into conversation on topics take an active part in discussion in f miliar language flexibly and effectively for social and colloquialisms. I can express myself a S say. I can ask and answer simple social exchanges, even though I can't that are familiar, of personal interest or contexts, accounting for and sustaining my and professional purposes. I can formulate fluently and convey finer shades of P questions in areas of immediate need or usually understand enough to keep the pertinent to everyday life (e.g. family, views. ideas and opinions with precision and meaning precisely. If I do have a problem I on very familiar topics. conversation going myself. hobbies, work, travel and current events). relate my contribution skilfully to those of can backtrack and restructure around the E other speakers. difficulty so smoothly that other people are A hardly aware of it. K I Spoken I can use simple phrases and sentences I can use a series of phrases and I can connect phrases in a simple way in I can present clear, detailed descriptions I can present clear, detailed descriptions I can present a clear, smoothly-flowing N production to describe where I live and people I know. sentences to describe in simple terms my order to describe experiences and events, on a wide range of subjects related to my of complex subjects integrating sub- description or argument in a style G family and other people, living conditions, my dreams, hopes and ambitions. I can field of interest. I can explain a viewpoint themes, developing particular points and appropriate to the context and with an my educational background and my briefly give reasons and explanations for on a topical issue giving the advantages rounding off with an appropriate effective logical structure which helps th e present or most recent job. opinions and plans. I can narrate a story or and disadvantages of various options. conclusion. recipient to notice and remember relate the plot of a book or film and significant points. describe my reactions. Writing I can write a short, simple postcard, for I can write short, simple notes and I can write simple connected text on topics I can write clear, detailed text on a wide I can express myself in clear, well- I can write clear, smoothly-flowing text in W example sending holiday greetings. I can messages. I can write a very simple which are familiar or of personal interest. I range of subjects related to my interests. I structured text, expressing points of view an appropriate style. I can write complex R fill in forms with personal details, for personal letter, for example thanking can write personal letters describing can write an essay or report, passing on at some length. I can write about complex letters, reports or articles which present a example entering my name, nationality someone for something. experiences and impressions. information or giving reasons in support of subjects in a letter, an essay or a report, case with an effective logical structure I and address on a hotel registration form. or against a particular point of view. I can underlining what I consider to be the which helps the recipient to notice and T write letters highlighting the personal salient issues. I can select a style remember significant points. I can write I significance of events and experiences. appropriate to the reader in mind. summaries and reviews of professional or N literary works. G © Council of Europe: Common European Framework of Reference for Languages (CEF)