[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78532-en":3,"doc-seo-78532-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},78532,7971461740909,"Levi","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",4,"Exam","A1 and A2 Global Descriptors (CEFR)","CEFR A1 and A2 global descriptors define what learners can understand and do at basic levels. A1 focuses on familiar everyday expressions, personal introductions, simple questions, and basic listening recognition of words and very short messages. A2 expands comprehension to sentences and frequent expressions for immediate needs such as family, shopping, local geography, and employment, supporting simple routine communication, short texts reading, brief messages and notes, and straightforward spoken interaction in familiar situations.","A1 andA2  \nAlan S. Mackenzie  \nGlobal descriptors  \nA1:  \nCan 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.  \nCan interact in a simple way provided the other person talks slowly and clearly and is prepared to help.  \nGlobal descriptors  \nA2:  \nCan 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) .  \nCan communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.  \nCan describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.  \nListening  \n| A1 | A2 |\n| --- | --- |\n| I can recognise familiar words | I can understand phrases and |\n| and very basic phrases | the highest frequency |\n| concerning myself, my family | vocabulary related to areas of |\n| and immediate concrete | most immediate personal |\n| surroundings when people | relevance (eg very basic |\n| speak slowly and clearly. | personal and family information, shopping, local geography, employment) . I can catch the main point in short, clear, simple messages and announcements. |\n\nReading  \n| A1 | A2 |\n| --- | --- |\n| I can understand familiar | I can read very short, simple |\n| names, words and very | texts. I can find specific, |\n| simple sentences, for | predictable information in |\n| example on notices and | simple everyday material such |\n| posters or in catalogues. | as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. |\n\nWriting  \n| A1 | A2 |\n| --- | --- |\n| I can write a short, simple | I can write short, simple notes |\n| postcard, for example | and messages relating to |\n| sending holiday greetings. I | matters in areas of immediate |\n| can fill in forms with | need. I can write a very simple |\n| personal details, for example | personal letter, for example |\n| entering my name, | thanking someone for |\n| nationality and address on a hotel registration form. | something. |\n\nSpoken Interaction  \n| A1 | A2 |\n| --- | --- |\n| I can interact in a simple way provided the other person is prepared to repeat or rephrase things at aslower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. | I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. |","cbCaiuKVw7YYRHBR","https://ap.wps.com/l/cbCaiuKVw7YYRHBR","pdf",913932,5,1,12,"English","en",105,"# Listening\n## A1\n## A2\n# Reading\n## A1\n## A2\n# Writing\n## A1\n## A2\n# Spoken Interaction\n## A1\n## A2","[{\"question\":\"What language skills are described for CEFR A1 learners?\",\"answer\":\"A1 learners can understand and use very basic everyday expressions, introduce themselves and others, and ask/answer simple questions about personal details. They can interact when the other person speaks slowly and clearly and is willing to help.\"},{\"question\":\"What additional abilities do CEFR A2 learners have compared with A1?\",\"answer\":\"A2 learners can understand sentences and frequently used expressions tied to immediate relevance such as personal and family information, shopping, local geography, and employment. They can describe aspects of their background and environment and communicate in simple routine information exchanges.\"},{\"question\":\"How do A1 and A2 differ in reading and writing expectations?\",\"answer\":\"A1 supports understanding familiar names, words, and very simple sentences and reading very short simple texts with predictable information. A2 adds reading longer short simple texts for specific, everyday material information and writing short notes, messages, and a very simple personal letter.\"}]",1784100906,30,{"code":4,"msg":31,"data":32},"ok",{"site_id":25,"language":24,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"a1-and-a2-global-descriptors-cefr","",{"@graph":36,"@context":85},[37,53,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/exam/",3,{"item":52,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/a1-and-a2-global-descriptors-cefr/78532/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":24,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-07-24","2026-07-15",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What language skills are described for CEFR A1 learners?","Question",{"text":75,"@type":76},"A1 learners can understand and use very basic everyday expressions, introduce themselves and others, and ask/answer simple questions about personal details. They can interact when the other person speaks slowly and clearly and is willing to help.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"What additional abilities do CEFR A2 learners have compared with A1?",{"text":80,"@type":76},"A2 learners can understand sentences and frequently used expressions tied to immediate relevance such as personal and family information, shopping, local geography, and employment. They can describe aspects of their background and environment and communicate in simple routine information exchanges.",{"name":82,"@type":73,"acceptedAnswer":83},"How do A1 and A2 differ in reading and writing expectations?",{"text":84,"@type":76},"A1 supports understanding familiar names, words, and very simple sentences and reading very short simple texts with predictable information. A2 adds reading longer short simple texts for specific, everyday material information and writing short notes, messages, and a very simple personal letter.","https://schema.org",{"og:url":52,"og:type":87,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":89,"canonical":52},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":92},[93,97,101,104,108,113,118,122,127,130,134],{"id":21,"doc_module":4,"doc_module_name":46,"category_name":94,"show_sort_weight":95,"slug":96},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":98,"show_sort_weight":99,"slug":100},"Literature",80,"literature",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":102,"slug":103},70,"exam",{"id":20,"doc_module":4,"doc_module_name":46,"category_name":105,"show_sort_weight":106,"slug":107},"Comic",60,"comic",{"id":109,"doc_module":4,"doc_module_name":46,"category_name":110,"show_sort_weight":111,"slug":112},6,"Technology",50,"technology",{"id":114,"doc_module":4,"doc_module_name":46,"category_name":115,"show_sort_weight":116,"slug":117},7,"Healthcare",40,"healthcare",{"id":119,"doc_module":4,"doc_module_name":46,"category_name":120,"show_sort_weight":29,"slug":121},8,"Research & Report","research-report",{"id":123,"doc_module":4,"doc_module_name":46,"category_name":124,"show_sort_weight":125,"slug":126},9,"Religion & Spirituality",20,"religion-spirituality",{"id":125,"doc_module":4,"doc_module_name":46,"category_name":128,"show_sort_weight":125,"slug":129},"World Cup","world-cup",{"id":131,"doc_module":4,"doc_module_name":46,"category_name":132,"show_sort_weight":131,"slug":133},10,"Lifestyle","lifestyle",{"id":135,"doc_module":4,"doc_module_name":46,"category_name":136,"show_sort_weight":20,"slug":137},19,"General","general"]