Europass Language Passport

Part of the European Language Portfolio developed by the Council of Europe

SURNAME(S) FIRST Illa Costa Andreu

NAME(S)

Date of birth (*) 31 December 1991

Mother tongue(s) Catalan

Other language(s) English, Spanish, French

ENGLISH, SPANISH, FRENCH

Self-assessment of language skills (**)

Understanding Speaking Writing
Listening Reading Spoken interaction Spoken production
A Basic User A Basic User A Basic User A Basic User A Basic User
2 2 2 2 2

Linguistic experience(s) (*)

Description From To
15/09/199 13/02/200
9 8

(*) 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: http://europass.cedefop.europa.eu - More info on the European
Language Portfolio: www.coe.int/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
 EUROPEAN LEVELS - SELF ASSESSMENT GRID
A1 A2 B1 B2 C1 C2
Listening I can understand familiar I can understand phrases and I can understand the main I can understand extended I can understand extended I have no difficulty in
words and very basic phrases the highest frequency points of clear standard speech and lectures and speech even when it is not understanding any kind of
U concerning myself, my family vocabulary related to areas of speech on familiar matters follow even complex lines of clearly structured and when spoken language, whether
N and immediate concrete most immediate personal regularly encountered in argument provided the topic relationships are only implied live or broadcast, even when
D surroundings when people relevance (e.g. very basic work, school, leisure, etc. I is reasonably familiar. I can and not signalled explicitly. I delivered at fast native
speak slowly and clearly. personal and family can understand the main understand most TV news can understand television speed, provided. I have some
E information, shopping, local point of many radio or TV and current affairs programmes and films time to get familiar with the
R area, employment). I can programmes on current programmes. I can without too much effort. accent.
S catch the main point in short, affairs or topics of personal or understand the majority of
T clear, simple messages and professional interest when the films in standard dialect.
announcements. delivery is relatively slow and
A Reading I can understand familiar I can read very short, simple I can understand texts that I can read articles and reports I can understand long and I can read articles and reports
N names, words and very texts. I can find specific, consist mainly of high concerned with contemporary complex factual and literary concerned with contemporary
simple sentences, for predictable information in frequency everyday or job- problems in which the writers texts, appreciating problems in which the writers
D example on notices and simple everyday material related language. I can adopt particular attitudes or distinctions of style. I can adopt particular attitudes or
I posters or in catalogues. such as advertisements, understand the description of viewpoints. I can understand understand specialised viewpoints. I can understand
N prospectuses, menus and events, feelings and wishes in contemporary literary prose. articles and longer technical contemporary literary prose.
G timetables and I can personal letters. instructions, even when they
understand short simple do not relate to my field.
personal letters.
Spoken I can interact in a simple way I can communicate in simple I can deal with most I can interact with a degree of I can express myself fluently I can take part effortlessly in
interaction provided the other person is and routine tasks requiring a situations likely to arise whilst fluency and spontaneity that and spontaneously without any conversation or
prepared to repeat or simple and direct exchange of travelling in an area where makes regular interaction much obvious searching for discussion and have a good
rephrase things at a slower information on familiar topics the language is spoken. I can with native speakers quite expressions. I can use familiarity with idiomatic
rate of speech and help me and activities. I can handle enter unprepared into possible. I can take an active language flexibly and expressions and
formulate what I'm trying to very short social exchanges, conversation on topics that part in discussion in familiar effectively for social and colloquialisms. I can express
S say. I can ask and answer even though I can't usually are familiar, of personal contexts, accounting for and professional purposes. I can myself fluently and convey
P simple questions in areas of understand enough to keep interest or pertinent to sustaining my views. formulate ideas and opinions finer shades of meaning
immediate need or on very the conversation going everyday life (e.g. family, with precision and relate my precisely. If I do have a
E familiar topics. myself. hobbies, work, travel and contribution skilfully to those problem I can backtrack and
A current events). of other speakers. restructure around the
K Spoken I can use simple phrases and I can use a series of phrases I can connect phrases in a I can present clear, detailed I can present clear, detailed I can present a clear,
sentences to describe where I and sentences to describe in simple way in order to descriptions on a wide range descriptions of complex smoothly-flowing description
I production live and people I know. simple terms my family and describe experiences and of subjects related to my field subjects integrating sub- or argument in a style
N other people, living events, my dreams, hopes of interest. I can explain a themes, developing particular appropriate to the context
G conditions, my educational and ambitions. I can briefly viewpoint on a topical issue points and rounding off with and with an effective logical
background and my present give reasons and giving the advantages and an appropriate conclusion. structure which helps the
or most recent job. explanations for opinions and disadvantages of various recipient to notice and
plans. I can narrate a story or options. remember significant points.
relate the plot of a book or
film and describe my
reactions.
Writing I can write a short, simple I can write short, simple notes I can write simple connected I can write clear, detailed text I can express myself in clear, I can write clear, smoothly-
postcard, for example and messages. I can write a text on topics which are on a wide range of subjects well-structured text, flowing text in an appropriate
sending holiday greetings. I very simple personal letter, familiar or of personal related to my interests. I can expressing points of view at style. I can write complex
W can fill in forms with personal for example thanking interest. I can write personal write an essay or report, some length. I can write letters, reports or articles
RI details, for example entering someone for something. letters describing experiences passing on information or about complex subjects in a which present a case with an
TI my name, nationality and and impressions. giving reasons in support of letter, an essay or a report, effective logical structure
N address on a hotel or against a particular point of underlining what I consider to which helps the recipient to
registration form. view. I can write letters be the salient issues. I can notice and remember
G highlighting the personal select a style appropriate to significant points. I can write
significance of events and the reader in mind. summaries and reviews of
experiences. professional or literary works.

© Council of Europe: Common European Framework of Reference for Languages (CEF)