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  1. 1. Europass Language Passport Part of the European Language Portfolio developed by the Council of Europe SURNAME(S) FIRST NAME(S) Turró Comas Júlia Date of birth (*) 29 April 1992 Mother tongue(s) catalan Other language(s) Spanish / Castilian English SPANISH / CASTILIAN Self-assessment of language skills (**) Understanding Speaking Writing Listening Reading Spoken interaction Spoken production C2 Proficient user C2 Proficient user C2 Proficient user C2 Proficient user C2 Proficient user ENGLISH Self-assessment of language skills (**) Understanding Speaking Writing Listening Reading Spoken interaction Spoken production B1 Independent user B1 Independent user B1 Independent user B1 Independent user B1 Independent user Diploma(s) or certificate(s)(*) European level Title of diploma(s) or certificate(s) Awarding body Date (***) KET, PET - Linguistic experience(s) (*) Description From To chester 01 June 2008 15 June 2008 (*) 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: - More info on the European Language 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. 2. 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 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 highest frequency vocabulary related to standard speech on familiar matters lectures and follow even complex lines of when it is not clearly structured and kind of spoken language, whether live or N family and immediate concrete areas of most immediate personal regularly encountered in work, school, argument provided the topic is when relationships are only implied and broadcast, even when delivered at fast D surroundings when people speak slowly relevance (e.g. very basic person and al leisure, etc. I can understand the main reasonably familiar. I can understand not signalled explicitly. I can understand native speed, provided. I have some time E and clearly. family information, shopping, local area, point of many radio or TV programmes most TV news and current affairs television programmes and films without to get familiar with the accent. employment). I can catch the main point on current affairs or topics of personal or programmes. I can understand the too much effort. R in short, clear, simple messages and professional interest when the delivery is majority of films in standard dialect. S announcements. 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 I can read articles and reports concerned I can understand long and complex I can read with ease virtually all forms of D and very simple sentences, for example find specific, predictable information in mainly of high frequency everyday or job- with contemporary problems in which the factual and literary texts, appreciating the written language, including abstract, I on notices and posters or in catalogues. simple everyday material such as related language. I can understand the writers adopt particular attitudes or distinctions of style. I can understand structurally or linguistically complex texts N advertisements, prospectuses, menus description of events, feelings and viewpoints. I can understand specialised articles and longer technical such as manuals, specialised articles and timetables and I can understand wishes in personal letters. contemporary literary prose. instructions, even when they do not and literary works. G short simple personal letters. relate to my field. Spoken I can interact in a simple way provided I can communicate in simple and routine I can deal with most situations likely to I can interact with a degree of fluency I can express myself fluently and I can take part effortlessly in any interaction the other person is prepared to repeat or tasks requiring a simple and direct arise whilst travelling in an area where and spontaneity that makes regular spontaneously without much obvious conversation or discussion and have a rephrase things at a slower rate of exchange of information on familiar the language is spoken. I can enter interaction with native speakers quite searching for expressions. I can use good familiarity with idiomatic speech and help me formulate what I'm topics and activities. I can handle very unprepared into conversation on topics possible. I can take an active part in language flexibly and effectively for expressions and colloquialisms. I can S trying to say. I can ask and answer short social exchanges, even though I that are familiar, of personal interest or discussion in familiar contexts, social and professional purposes. I can express myself fluently and convey finer P simple questions in areas of immediate can't usually understand enough to keep pertinent to everyday life (e.g. family, accounting for and sustaining my views. formulate ideas and opinions with shades of meaning precisely. If I do have need or on very familiar topics. the conversation going myself. hobbies, work, travel and current precision and relate my contribution a problem I can backtrack and E events). skilfully to those of other speakers. restructure around the difficulty so A smoothly that other people are hardly K aware of it. 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 sentences to describe in simple terms order to describe experiences and on a wide range of subjects related to my of complex subjects integrating sub- description or argument in a style G know. my family and other people, living events, my dreams, hopes and field of interest. I can explain a viewpoint themes, developing particular points and appropriate to the context and with an conditions, my educational background ambitions. I can briefly give reasons a nd on a topical issue giving the advantages rounding off with an appropriate effective logical structure which helps the and my present or most recent job. explanations for opinions and plans. I and disadvantages of various options. conclusion. recipient to notice and remember can narrate a story or relate the plot of a significant points. book or film and 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 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 topics which are familiar or of personal range of subjects related to my interests. 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 interest. I can write personal letters I can write an essay or report, passing at some length. I can write about letters, reports or articles which present a example entering my name, nationality someone for something. describing experiences and impressions. on information or giving reasons in complex subjects in a letter, an essay or case with an effective logical structure I and address on a hotel registration form. support of or against a particular point of a report, underlining what I consider to which helps the recipient to notice and T view. I can write letters highlightingthe be the salient issues. I can select a style remember significant points. I can write I personal significance of events and appropriate to the reader in mind. summaries and reviews of professional N experiences. or literary works. G © Council of Europe: Common European Framework of Reference for Languages (CEF)