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The content lists ability statements across listening, reading, spoken interaction, spoken production, and writing. It describes what learners can understand and do at each proficiency level, from very basic comprehension and short simple texts to extended speech, detailed arguments, and fluent, nuanced communication. Writing descriptors range from short messages and postcard notes to clear, structured, detailed descriptions and integrated arguments.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/european-language-portfolio-self-assessment-grid-cefr-levels-a1-c2/491782/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/european-language-portfolio-self-assessment-grid-cefr-levels-a1-c2/491782.png","ImageObject",300,407,{"name":92,"@type":93},"Guten Appetit_Joghurt","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":46},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the grid assess in the European Language Portfolio?","Question",{"text":112,"@type":113},"It assesses language competences across listening, reading, spoken interaction, spoken production, and writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the levels organized in the grid?",{"text":117,"@type":113},"The grid is organized by CEFR proficiency levels from A1, A2, B1, B2, C1 to C2.",{"name":119,"@type":110,"acceptedAnswer":120},"What kind of statements does the grid include for each level?",{"text":121,"@type":113},"Each level contains “I can” descriptors describing what the learner can understand, produce, interact about, and write.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},491782,1791708297,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":46,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},1374408768420,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Self-Assessment Grid (© Council of Europe 2001)   \n European Language Portfolio   Portfolio européen des langues   \nA1 A2 B1 B2 C1 C2  \nU  \nN  \nD  \nE  \nR  \nS  \nT  \nA  \nN  \nD I  \nN  \nG  \nS  \nP  \nE  \nA  \nK I  \nN  \nG  \nListening  \nReading  \nSpoken Interaction  \nSpoken Production  \nI can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.  \nI 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) . I can catch the main point in short, clear, simple messages and announcements.  \nI can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. 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.  \nI can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.  \nI can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.  \nI can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.  \nI can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.  \nI can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.  \nI can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.  \nI 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.  \nI can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field.  \nI can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.  \nI can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower 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.  \nI 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.  \nI can deal with most situations likely to arise whilst travelling inan area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g., family, hobbies, work, travel and current events) .  \nI can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.  \nI can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively","cbCaioWv3PxDi3U4","https://ap.wps.com/l/cbCaioWv3PxDi3U4","pdf",30419,"English","# Listening\n## Spoken Interaction\n## Spoken Production\n# Writing","[{\"question\":\"What does the grid assess in the European Language Portfolio?\",\"answer\":\"It assesses language competences across listening, reading, spoken interaction, spoken production, and writing.\"},{\"question\":\"How are the levels organized in the grid?\",\"answer\":\"The grid is organized by CEFR proficiency levels from A1, A2, B1, B2, C1 to C2.\"},{\"question\":\"What kind of statements does the grid include for each level?\",\"answer\":\"Each level contains “I can” descriptors describing what the learner can understand, produce, interact about, and write.\"}]","European Language Portfolio - Self-Assessment Grid - CEFR Levels A1-C2 | PDF",1790853724]