Teacher's Teacher's Guide Guide Common Common European European Framework Framework
Teacher's Teacher's Guide Guide Common Common European European Framework Framework
Guide
to the
Common
European
Framework
Table of Contents
Common reference
levels in the Global
Scale range from A1
to C2.
Quick reference:
Quick Reference:
Several issues
become apparent
when trying to
describe levels of
language learning,
teaching, and
assessment.
Can do statements
The Global Scale is based on a set
Quick Reference:
of statements that describe what
Common reference
a learner can do. The can do
levels are based on
statements are always positive: they statements of what
a learner can do at
describe what a learner is able to
each level.
do, not what a learner cannot do or
does wrong. This helps all learners,
even those at the lowest levels, see that learning has
value and that they can attain language goals.
C1
B2
Independent
B1
A2
Basic
A1
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment has been developed by the Language
Policy Division of the Council of Europe (Strasbourg) (c) 2001 Council of Europe, Language Policy Division
Self-Assessment Grids
B1
Listening
Quick Reference:
The Global Scale in
the CEF is the starting
point for looking at
specific language
descriptors.
A1
A2
B1
B2
C1
C2
U
N
D
E
R
S
T
A
N
D
I
N
G
A1
I can recognize familiar words
and very basic phrases concerning
myself, my family and immediate
concrete surroundings when
people speak slowly and clearly.
A2
I 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.
Reading
Spoken
Interaction
S
P
E
A
K
Spoken
I Production
N
G
B1
I 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 programs
on current affairs or topics
of personal or professional
interest when the delivery is
relatively slow and clear.
I can understand texts that
consist mainly of high frequency
everyday or job-related
language.
Writing
W
R
I
T
I
N
G
B2
C1
C2
I 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.
A. Encouraging Reflection
10
11
12
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