Appendix 2

SELF-ASSESSMENT GRID (EXPANDED WITH ONLINE

INTERACTION AND MEDIATION)

Reception A1 A2 B1 B2 C1 C2

I can recognise familiar I can understand I can understand the I can understand I can understand I have no difficulty
words and very basic phrases and the main points of clear extended talk and extended talk even in understanding
phrases concerning highest frequency standard language lectures and follow when it is not clearly any kind of oral
myself, my family and vocabulary related on familiar matters even complex lines of structured and when language, whether
immediate concrete to areas of most regularly encountered argument provided relationships are live or broadcast,
surroundings when immediate personal in work, school, the topic is reasonably only implied and not even when delivered
people speak/sign relevance (e.g. very leisure, etc. familiar. signalled explicitly. at fast natural speed,
slowly and clearly. basic personal and provided I have some
Oral family information, I can understand I can understand most I can understand time to get familiar
comprehension shopping, local the main point of TV news and current television with the accent.
geography, many radio or TV a!airs programmes. programmes and films
employment). programmes on I can understand the without too much
current a!airs or majority of films in e!ort.
I can catch the main topics of personal or standard language.
point in short, clear, professional interest
simple messages and when the delivery is
announcements. relatively slow and
clear.

I can understand I can read very short, I can understand texts I can read articles and I can understand I can read with ease
familiar names, words/ simple texts. that consist mainly reports concerned long and complex virtually all forms of
signs and very simple of high frequency with contemporary factual and literary the written/signed
sentences, for example I can find specific, everyday or job- problems in which texts, appreciating language, including
on notices and posters predictable related language. the writers adopt distinctions of style. abstract, structurally
or in catalogues. information in particular stances or or linguistically
Reading simple everyday I can understand the viewpoints. I can understand complex texts, such as
comprehension material, such as description of events, specialised articles manuals, specialised
advertisements, feelings and wishes in I can understand and longer technical articles and literary
prospectuses, menus personal letters. contemporary literary instructions, even works.
and timetables, and prose. when they do not
I can understand relate to my field.
Page 177

short simple personal

letters.
Page 178 3 CEFR – Companion volume

Production A1 A2 B1 B2 C1 C2

I can use simple I can use a series of I can connect phrases I can present clear, I can present clear, I can present a clear,
phrases and sentences phrases and sentences in a simple way in detailed descriptions detailed descriptions smoothly flowing
to describe where to describe in simple order to describe on a wide range of of complex subjects description or
I live and people I terms my family experiences and subjects related to my integrating sub- argument in a style
know. and other people, events, my dreams, field of interest. themes, developing appropriate to the
living conditions, hopes and ambitions. particular points context and with
my educational I can explain a and rounding o! an e!ective logical
Oral production background and my I can briefly give viewpoint on a with an appropriate structure that helps
present or most recent reasons and topical issue giving conclusion. the recipient notice
job. explanations for the advantages and and remember
opinions and plans. disadvantages of significant points.
I can narrate a story various options.
or relate the plot of
a book or film and
describe my reactions.

I can produce simple I can produce a series I can produce I can produce clear, I can express myself in I can produce clear,
isolated phrases and of simple phrases and straightforward detailed text on a clear, well-structured smoothly flowing text
sentences. sentences linked with connected text on wide range of subjects text, expressing in an appropriate style.
simple connectors topics that are familiar related to my interests. points of view at some
like “and”, “but” and or of personal interest. length. I can produce complex
“because”. I can produce an essay letters, reports or
or report, passing on I can produce detailed articles that present a
information or giving expositions of case with an e!ective
Written reasons in support of complex subjects in logical structure that
production or against a particular an essay or a report, helps the recipient
point of view. underlining what I notice and remember
consider to be the significant points.
salient issues.
I can produce
I can produce di!erent summaries and
kinds of texts in a style reviews of professional
appropriate to the or literary works.
reader I have in mind.
 Interaction A1 A2 B1 B2 C1 C2

I can interact in a I can communicate I can deal with most I can interact with I can express I can take part
simple way provided in simple and routine situations likely to a degree of fluency myself fluently and e!ortlessly in any
the other person is tasks requiring arise while travelling and spontaneity spontaneously conversation or
prepared to repeat or a simple and in an area where the that makes regular without much discussion and have a
rephrase things at a direct exchange language is spoken. interaction with users obvious searching for good familiarity with
slower rate and help of information on of the target language expressions. idiomatic expressions
me formulate what I familiar topics and I can enter unprepared quite possible. and colloquialisms.
am trying to express. activities. into conversation on I can use language
topics that are familiar, I can take an active flexibly and e!ectively I can express myself
Oral interaction I can ask and answer I can handle very short of personal interest or part in discussion for social and fluently and convey
simple questions in social exchanges, even pertinent to everyday in familiar contexts, professional purposes. finer shades of
areas of immediate though I can’t usually life (e.g. family, accounting for and meaning precisely. If
need or on very understand enough to hobbies, work, travel sustaining my views. I can formulate ideas I do have a problem
familiar topics. keep the conversation and current events). and opinions with I can backtrack and
Self-assessment grid (expanded with online interaction and mediation) Page 179

going myself. precision and relate restructure around the

my contribution difficulty so smoothly
skilfully to those of that other people are
others. hardly aware of it.

I can post short, I can engage in basic I can interact about I can interact with I can understand I can express myself
simple greetings as social interaction, experiences, events, several people, linking the intentions and in an appropriate
statements about expressing how I impressions and my contributions to implications of other tone and style in
what I did and how feel, what I am doing feelings, provided theirs and handling contributions on virtually any type of
I liked it, and can or what I need, I can prepare misunderstandings complex, abstract interaction.
respond to comments and responding beforehand. or disagreements, issues and can express
in a very simple way. to comments with provided the others myself with clarity and I can anticipate
thanks, apology or I can ask for or give avoid complex precision, adapting my and deal e!ectively
I can react simply to answers to questions. simple clarifications language, allow me language and register with possible
Written other posts, images and can respond time and are generally flexibly and e!ectively. misunderstandings,
and media. I can complete simple to comments and communication
and online transactions such questions in some
co-operative.
I can deal e!ectively issues and emotional
interaction I can complete a very as ordering goods, detail. I can highlight the with communication reactions, adjusting
simple purchase, can follow simple significance of problems and cultural language and tone
filling in forms with instructions and can I can interact with a facts, events and issues that arise flexibly and sensitively
personal details. collaborate in a shared group working on experiences, justify by clarifying and as appropriate.
task with a supportive a project, provided ideas and support exemplifying.
interlocutor. there are visual aids collaboration.
such as images,
statistics and graphs
to clarify more
complex concepts.
Page 180 3 CEFR – Companion volume

Mediation A1 A2 B1 B2 C1 C2

I can convey I can convey the main I can convey I can convey detailed I can convey clearly I can explain in clear,
simple, predictable point(s) involved in information given in information and and fluently in well- fluent, well-structured
information given short, simple texts on clear, well-structured arguments reliably, structured language language the way
in short, simple everyday subjects of informational texts e.g. the significant the significant ideas in facts and arguments
texts like signs and immediate interest, on subjects that are point(s) contained long, complex texts, are presented,
notices, posters and provided these are familiar or of personal in complex but whether or not they conveying evaluative
programmes. expressed clearly in or current interest. well-structured texts relate to my own fields aspects and most
Mediating a text simple language. within my fields of of interest, provided I nuances precisely,
professional, academic can occasionally check and pointing
and personal interest. particular technical out sociocultural
concepts. implications (e.g.
use of register,
understatement, irony
and sarcasm).

I can invite other I can collaborate I can help define a task I can encourage I can acknowledge I can guide the
people’s contributions in simple, practical in basic terms and ask participation and pose di!erent perspectives development of
using short, simple tasks, asking what others to contribute questions that invite in guiding a group, ideas in a discussion
phrases. others think, making their expertise. reactions from other asking a series of of complex abstract
suggestions and group members or open questions that topics, encouraging
understanding ask people to expand build on di!erent others to elaborate
I can use simple responses, provided I I can invite other on their thinking and contributions in order on their reasoning,
words/signs and can ask for repetition people to contribute, clarify their opinions. to stimulate logical summarising,
signals to show my or reformulation from to clarify the reason(s) reasoning, reporting evaluating and
interest in an idea time to time. for their views or to on what others have linking the various
Mediating and to confirm that I elaborate on specific I can further develop said, summarising, contributions in order
understand. points they have other people’s ideas elaborating and to create agreement
concepts I can make made. and link them into weighing up multiple for a solution or way
suggestions in a coherent lines of points of view, and forward.
I can express an idea simple way to move thinking, considering
very simply and ask I can ask appropriate tactfully helping steer
the discussion forward di!erent sides of an discussion towards a
others whether they and can ask what questions to check issue.
understand me and understanding of conclusion.
people think of certain
what they think. ideas. concepts and can
repeat back part of
what someone has
said to confirm mutual
understanding.
 Mediation A1 A2 B1 B2 C1 C2

I can facilitate I can contribute to I can support a shared I can encourage I can mediate a shared I can mediate
communication by communication by communication a shared communication e!ectively and
showing my welcome using simple words/ culture by introducing communication culture by managing naturally between
and interest with signs to invite people people, exchanging culture by adapting ambiguity, members of my
simple words/signs to explain things, information about the way I proceed, demonstrating own and other
and non-verbal indicating when I priorities, and making by expressing sensitivity to communities,
signals, by inviting understand and/or simple requests for appreciation of di!erent viewpoints taking account of
others to contribute agree. confirmation and/or di!erent ideas, and heading o! sociocultural and
and indicating clarification. feelings and misunderstandings. sociolinguistic
whether I understand. viewpoints, and by di!erences and
I can communicate the inviting participants to communicating finer
Mediating main point of what I can communicate the react to each other’s I can communicate shades of meaning.
Self-assessment grid (expanded with online interaction and mediation) Page 181

I can communicate is said in predictable, main sense of what ideas. significant information
communication other people’s everyday situations is said on subjects clearly, fluently and
personal details about personal wants of personal interest, concisely, and explain
and very simple, and needs. provided speakers I can communicate cultural references.
predictable articulate clearly and I the significance of
information, provided can pause to plan how important statements
other people help me I can recognise when to express things. and viewpoints on I can use persuasive
with formulation. people disagree or subjects within my language
when difficulties fields of interest, diplomatically.
occur and can use provided speakers
simple phrases to give clarifications if
seek compromise and needed.
agreement.