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Level A1

Listening

1. I can understand when someone speaks very slowly to me and articulates carefully, with long pauses for me to assimilate meaning.
✔︎

2. I can understand simple directions how to get from X to Y, on foot or public transport.
✔︎

3. I can understand the questions and instructions addressed carefully and slowly to me and follow short, simple directions.
✔︎

4. I can understand numbers, prices and times.
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5. I can recognize familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.
✔︎

Reading

6. I can understand information about people (place of residence, age, etc.) in newspapers.
✔︎

7. I can locate a concert or a film on calendars of public events, posters or online, and identify where it takes place and at what time it starts.
✔︎

8. I can understand a questionnaire (hotel registration form) well enough to give the most important information about myself (name, surname, date of birth, nationality).
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9. I can understand the words and phrases on signs encountered in everyday life.
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10. I can understand the most important orders in a computer programme such as “PRINT”, “SAVE”, “COPY”, etc.
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11. I can follow short simple written directions (e.g. how to go from X to Y).
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12. I can understand short simple messages such as text messages or social media posts.
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13. In everyday situations, I can understand simple messages written by friends or colleagues, for example, “back at 4 pm”.
✔︎

Spoken Interaction

14. I can introduce somebody and use basic greeting and leave-taking expressions.
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15. I can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.
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16. I can make myself understood in a simple way but I am dependent on my partner being prepared to repeat more slowly and rephrase what I say and to help me to say what I want.
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17. I can make simple purchases where pointing or other gestures can support what I say.
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18. I can handle numbers, quantities, cost and time.
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19. I can ask people for things and give people things.
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20. I can ask people questions about where they live, the people they know, things they have, etc.
and answer such questions addressed to me provided they are spoken slowly and clearly.
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21. I can indicate time by such phrases as “next week”, “last Friday”, “in November”.
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Spoken Production

22. I can give personal information (address, telephone number, nationality, age, family, and hobbies) I can describe where I live.
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Strategies

23. I can say when I don’t understand.
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24. I can very simply ask somebody to repeat what they said.
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25. I can very simply ask somebody to speak more slowly.
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Writing

26. I can fill in a form with my personal details (job, age, address, hobbies).
✔︎

27. I can write a greeting card, for instance, a birthday card.
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28. I can write a simple postcard (for example with holiday greetings).
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29. I can write a text message to tell somebody where I am or where we are to meet.
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30. I can write sentences and simple phrases about myself, for example where I live and what I do.
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Level A2

Listening

31. I can understand what is said clearly, slowly and directly to me in simple everyday conversation; it is possible to make me understand if the speaker can take the trouble.
✔︎

32. I can generally identify the topic of discussion around me when people speak slowly and clearly.
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33. I can understand phrases, words and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local area, employment).
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34. I can catch the main point in short, clear, simple messages and announcements.
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35. I can understand the essential information in short recorded passages dealing with predictable everyday matters which are spoken slowly and clearly.
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36. I can identify the main point of TV news items reporting events, accidents etc. when the visual supports the commentary.
✔︎

Reading

37. I can identify important information in news summaries or simple newspaper articles in which numbers and names play an important role and which are clearly structured and illustrated.
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38. I can understand a simple email in which the writer tells or asks me about aspects of everyday life.
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39. I can understand simple text messages from friends or colleagues, for example saying when we should meet to play football or asking me to be at work early.
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40. I can find the most important information on leisure time activities, exhibitions, etc. on the Internet.
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41. I can skim small advertisements in newspapers, locate the heading or column I want and identify the most important pieces of information (price and size of apartments, cars).
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42. I can understand a simple user’s instruction for equipment.
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43. I can understand feedback messages or simple help indications on a smartphone or in a computer programme.
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44. I can understand short narratives about everyday things dealing with topics which are familiar to me if the text is written in simple language.
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Spoken Interaction

45. I can make simple transactions in shops, at markets or in banks.
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46. I can use public transport: buses, trains, and taxis ask for basic information and buy tickets.
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47. I can get simple information about travel times and such.
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48. I can order something to eat or drink.
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49. I can make simple purchases by stating what I want and asking the price.
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50. I can ask for and give directions.
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51. I can ask how people are and react to news.
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52. I can make and respond to invitations.
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53. I can make and accept apologies.
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54. I can say what I like and dislike.
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55. I can discuss with other people what to do, where to go and make arrangements to meet.
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56. I can ask people questions about what they do at work and in my free time, and answer such questions addressed to me.
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Spoken Production

57. I can describe myself, my family and other people.
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58. I can describe where I live.
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59. I can give short, basic descriptions of events.
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60. I can describe my educational background, my present or most recent job.
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61. I can describe my hobbies and interests in a simple way.
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62. I can describe past activities and personal experiences (e.g. the last weekend, my last holiday).
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Strategies

63. I can ask for attention.
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64. I can indicate when I am following.
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65. I can very simply ask somebody to repeat what they said.
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Language Quality

66. I can make myself understood using memorised phrases and single expressions.
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67. I can link groups of words with simple connectors like ”and”, ”but” and ”because”.
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68. I have a sufficient vocabulary for coping with simple everyday situations.
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Writing

69. I can write short notes in the form of text messages, post-its or emails.
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70. I can describe an event in simple sentences and report what happened when and where (for example at a party or an accident).
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71. I can write about aspects of my everyday life in simple phrases and sentences (people, places, job, school, family, hobbies).
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72. I can fill in a questionnaire giving an account of my educational background, my job, my interests and my specific skills.
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73. I can briefly introduce myself in an email with simple phrases and sentences (family, school, job, hobbies).
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74. I can write a short email using simple expressions for greeting, addressing, asking or thanking somebody.
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75. I can write simple sentences, connecting them with words such as ”and”, ”but”, ”because”.
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76. I can use the most important connecting words to indicate the chronological order of events (first, then, after, later).
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Level B1

Listening

77. I can follow clearly articulated speech directed at me in everyday conversation, though I sometimes have to ask for repetition of particular words and phrases.
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78. I can generally follow the main points of extended discussion around me, provided speech is clearly articulated in standard dialect.
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79. I can listen to a short narrative and form hypotheses about what will happen next.
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80. I can understand the main points of radio news bulletins and simpler recorded material on topics of personal interest delivered relatively slowly and clearly.
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81. I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear.
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Reading

82. I can understand the main points in short newspaper articles about current and familiar topics.
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83. I can read columns or interviews in newspapers and magazines in which someone takes a stand on a current topic or event and understand the overall meaning of the text.
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84. I can guess the meaning of single unknown words from the context thus deducing the meaning of expressions if the topic is familiar.
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85. I can skim short texts (for example news summaries) and find relevant facts and information.
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86. I can understand the most important information in short simple everyday information brochures or on websites.
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87. I can understand simple emails and letters (for example from businesses, clubs or authorities).
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88. I can understand those parts of emails or text messages dealing with events, feelings and wishes well enough to correspond regularly with a friend.
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89. I can understand the plot of a clearly structured story and recognise what the most important episodes and events are and what is significant about them.
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Spoken Interaction

90. I can start, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest.
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91. I can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what I would like to.
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92. I can deal with most situations likely to arise when making travel arrangements.
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93. I can ask for and follow detailed directions.
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94. I can express and respond to feelings such as surprise, happiness, sadness, interest and indifference.
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95. I can give or seek personal views and opinions in an informal discussion with friends.
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96. I can agree and disagree politely.
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Spoken Production

97. I can narrate a story.
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98. I can give detailed accounts of experiences, describing feelings and reactions.
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99. I can describe dreams, hopes and ambitions.
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100. I can explain and give reasons for my plans, intentions and actions.
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101. I can relate the plot of a book or film and describe my reactions.
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102. I can paraphrase short written passages orally in a simple fashion, using the original text wording and order.
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Strategies

103. I can repeat back part of what someone has said to confirm that we understand each other.
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104. I can ask someone to clarify or elaborate on what they have just said.
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105. When I can’t think of the word I want, I can use a simple word meaning something similar and invite ”correction”.
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Language Quality

106. I can keep a conversation going comprehensibly, but have to pause to plan and correct what I am saying – especially when I talk freely for longer periods.
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107. I can convey simple information of immediate relevance, getting across which point I feel is most important.
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108. I have sufficient vocabulary to express myself on most topics pertinent to my everyday life such as family, hobbies and interests, work, travel, and current events.
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109. I can express myself reasonably accurately in familiar and predictable situations.
✔︎

Writing

110. I can write simple connected texts on a range of topics within my field of interest and can express personal views and opinions.
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111. I can write emails to friends or acquaintances asking for or giving them news and narrating events.
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112. I can describe in an email the plot of a film or a book or give an account of a concert.
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113. In a personal email, I can express feelings such as grief, happiness, interest, regret and sympathy.
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114. I can ask for more complete or more specific information about products (for example a car or an academic course) using a form on a company’s website.
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115. I can write my CV in summary form.
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Level B2

Listening

116. I can understand in detail what is said to me in standard spoken language even in a noisy environment.
✔︎

117. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
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118. I can understand most radio programmes delivered in a standard language and can identify the speaker’s tone etc.
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119. I can understand TV documentaries, live interviews, talk shows and the majority of films in standard dialect.
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120. I can understand the main ideas of complex speech on both concrete and abstract topics delivered in a standard dialect, including technical discussions in my field of specialization.
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121. I can use a variety of strategies to achieve comprehension, including listening for main points; checking comprehension by using contextual clues.
✔︎

Reading

122. I can rapidly grasp the content and the significance of news, articles and reports on topics connected with my interests or my job, and decide if a closer reading is worthwhile.
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123. I can read and understand articles and reports on current problems in which the writers express specific attitudes and points of view.
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124. I can understand in detail texts within my field of interest or the area of my academic or professional speciality.
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125. I can understand specialised articles outside my own field if I can occasionally check with a dictionary.
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126. I can read reviews dealing with the content and criticism of cultural topics (films, plays, books, concerts) and summarise the main points.
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127. I can read letters on topics within my areas of academic or professional speciality or interest and grasp the most important points.
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128. I can quickly look through a manual and find and understand the relevant explanations and help for a specific problem.
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129. I can understand in a story or a film the motives for the characters’ actions and their consequences for the development of the plot.
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Spoken Interaction

130. I can initiate, maintain and end discourse naturally with effective turn-taking.
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131. I can exchange considerable quantities of detailed factual information on matters within my fields of interest.
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132. I can convey degrees of emotion and highlight the personal significance of events and experiences.
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133. I can engage in extended conversation in a clearly participatory fashion on most general topics.
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134. I can account for and sustain my opinions in a discussion by providing relevant explanations, arguments and comments.
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135. I can help a discussion along on familiar ground confirming comprehension, inviting others in, etc.
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136. I can carry out a prepared interview, checking and confirming information, following up with interesting replies.
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Spoken Production

137. I can give clear, detailed descriptions on a wide range of subjects related to my fields of interest.
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138. I can understand and summarise orally short extracts from news items, interviews or documentaries containing opinions, argument and discussion.
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139. I can understand and summarise orally the plot and sequence of events in an extract from a film or play.
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140. I can construct a chain of reasoned argument, linking my ideas logically.
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141. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
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142. I can speculate about the causes, consequences, hypothetical situations.
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Strategies

143. I can use standard phrases like ”That’s a difficult question to answer” to gain time while formulating what to say.
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144. I can make a note of ”favourite mistakes” and consciously monitor speech for them.
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145. I can generally correct slips and errors if I become aware of them or if they have led to misunderstandings.
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Language Quality

146. I can produce stretches of language with a fairly even tempo; although I can be hesitant as I search for expressions, there are few noticeably long pauses.
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147. I can pass on detailed information reliably.
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148. I have sufficient vocabulary to express myself on matters connected to my field and on most general topics.
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149. I can communicate with reasonable accuracy and can correct mistakes if they have led to misunderstandings.
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Writing

150. I can write clear and detailed texts (emails, reports or texts of presentations) on various topics related to my field of interest.
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151. I can write summaries of articles on topics of general interest.
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152. I can summarise information from different sources and media.
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153. I can discuss a topic in an email, giving reasons for or against a specific point of view.
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154. I can develop an argument systematically in a composition or report, emphasising decisive points and including supporting details.
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155. I can write about events and real or fictional experiences in a detailed and easily readable way.
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156. I can write a short review of a film or a book.
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157. I can express in a personal letter different feelings and attitudes and can report the news of the day making clear what – in my opinion – are the important aspects of an event.
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Level C1

Listening

158. I can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly.
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159. I can understand a wide range of idiomatic expressions and colloquialisms, appreciating shifts in style and register.
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160. I can extract specific information from even poor quality, audibly distorted public announcements, e.g. in a station, a sports stadium.
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161. I can understand complex technical information, such as operating instructions, specifications for familiar products and services.
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162. I can understand lectures, talks and reports in my field of professional or academic interest even when they are linguistically complex.
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163. I can without too much effort to understand films which contain a considerable degree of slang and idiomatic usage.
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Reading

164. I can understand fairly long demanding texts and summarise them orally.
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165. I can read complex reports, analyses and commentaries where opinions, viewpoints and connections are discussed.
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166. I can extract information, ideas and opinions from highly specialised texts in my own field, for example, research reports.
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167. I can understand long complex instructions, for example for the use of a new piece of equipment, even if these are not related to my job or field of interest, provided I have enough time to reread them.
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168. I can read any correspondence with the occasional use of a dictionary.
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169. I can read contemporary literary texts with ease.
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170. I can go beyond the concrete plot of a narrative and grasp implicit meanings, ideas and connections.
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171. I can recognise the social, political or historical background of a literary work.
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Spoken Interaction

172. I can keep up with an animated conversation between native speakers.
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173. I can use the language fluently, accurately and effectively on a wide range of general, professional or academic topics.
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174. I can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.
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175. I can express my ideas and opinions clearly and precisely and can present and respond to complex lines of reasoning convincingly.
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Spoken Production

176. I can give clear, detailed descriptions of complex subjects.
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177. I can orally summarise long, demanding texts.
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178. I can give an extended description or account of something, integrating themes, developing particular points and concluding appropriately.
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179. I can give a clearly developed presentation on a subject in my fields of personal or professional interest, departing when necessary from the prepared text and following up spontaneously points raised by members of the audience.
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Strategies

180. I can use fluently a variety of appropriate expressions to preface my remarks in order to grab attention or to gain time and keep the attention while thinking.
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181. I can relate my own contribution skilfully to those of other speakers.
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182. I can substitute an equivalent term for a word I can’t recall without distracting the listener.
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Language Quality

183. I can express myself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language.
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184. I can produce clear, smoothly-flowing, well-structured speech, showing control over ways of developing what I want to say in order to link both my ideas and my expression of them into a coherent text.
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185. I have a good command of a broad vocabulary allowing gaps to be readily overcome with circumlocutions; I rarely have to search obviously for expressions or compromise on saying exactly what I want to.
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186. I can consistently maintain a high degree of grammatical accuracy; errors are rare and difficult to spot.
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Writing

187. I can express myself in writing on a wide range of general or professional topics in a clear and user-friendly manner.
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188. I can present a complex topic in a clear and well-structured way, highlighting the most important points, for example in a composition or a report.
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189. I can present points of view in a comment on a topic or an event, underlining the main ideas and supporting my reasoning with detailed examples.
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190. I can put together information from different sources and relate them in a coherent summary.
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191. I can give a detailed description of experiences, feelings and events in a personal email.
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192. I can write formally correct emails, for example, to complain or to take a stand in favour of or against something.
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193. I can write texts which show a high degree of grammatical correctness and vary my vocabulary and style according to the reader, the kind of text and the topic.
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194. I can select a style appropriate to the reader in mind.
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Level C2

Listening

195. 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.
✔︎

Reading

196. I can recognise plays on words and appreciate texts whose real meaning is not explicit (for example irony, satire).
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197. I can understand texts written in a very colloquial style and containing many idiomatic expressions or slang.
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198. I can understand manuals, regulations and contracts even within unfamiliar fields.
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199. I can understand contemporary and classical literary texts of different genres.
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200. I can read texts such as literary columns where much is said in an indirect and ambiguous way and which contain hidden value judgements.
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201. I can recognise different stylistic means (puns, metaphors, symbols, connotations, ambiguity) and appreciate and evaluate their function within the text.
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Spoken Interaction

202. I can take part effortlessly in all conversations and discussions with native speakers.
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Spoken Production

203. I can summarise orally information from different sources, reconstructing arguments and accounts in a coherent presentation.
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204. I can present ideas and viewpoints in a very flexible manner in order to give emphasis, to differentiate and to eliminate ambiguity.
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Strategies

205. I can backtrack and restructure around a difficulty so smoothly the listener is hardly aware of it.
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Language Quality

206. I can express myself naturally and effortlessly; I only need to pause occasionally in order to select precisely the right words.
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207. I can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of expressions to qualify statements and pinpoint the extent to which something is the case.
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208. I have a good command of idiomatic expressions and colloquialisms with an awareness of implied meaning and meaning by association.
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209. I can consistently maintain grammatical control of complex language even when my attention is otherwise engaged.
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Writing

210. I can write well-structured and easily readable reports and articles on complex topics.
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211. In a report or an essay, I can give a complete account of a topic based on research I have carried out, make a summary of the opinions of others, and give and evaluate detailed information and facts.
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212. I can write a well-structured review of a paper or a project giving reasons for my opinion.
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213. I can write a critical review of cultural events (film, music, theatre, literature, radio, TV).
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214. I can write summaries of factual texts and literary works.
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215. I can write narratives about experiences in a clear, fluent style appropriate to the genre.
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216. I can write clear, well-structured complex emails in an appropriate style, for example, an application or request, an offer to authorities, superiors or commercial clients.
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217. In an email, I can express myself in a consciously ironical, ambiguous and humorous way.
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