Europass Language Passport

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

FIRST NAME(S) Laura Peña Archidona

SURNAME(S)

Date of birth (*) 29/11/1992

Mother tongue(s) Spanish

Other language(s) Catalan English French

CATALAN

Self-assessment of language skills (**)

Understanding Speaking Writing
Listening Reading Spoken interaction Spoken production
C2 Proficient user C2 Proficient user C2 Proficient user C2 Proficient user C2 Proficient user

Linguistic experience(s) (*)

Description From To
I have spoken all my life in Catalan, with my friends and at school. 29 →
November
1992

ENGLISH

Self-assessment of language skills (**)

Understanding Speaking Writing
Listening Reading Spoken interaction Spoken production
A2 Basic User A2 Basic User A2 Basic User A1 Basic User A2 Basic User

Linguistic experience(s) (*)

Description From To
I send letters to another English people and also speak with them by 01 →
messenger. January
1997

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

FRENCH

Self-assessment of language skills (**)

Understanding Speaking Writing
Listening Reading Spoken interaction Spoken production
A1 Basic User A1 Basic User A1 Basic User A1 Basic User A1 Basic User

Linguistic experience(s) (*)

Description From To
I went to Argeles-sur-Mer to practise some French. I have writeen 12 15 June
letters to another high school. I speak with them by messenger. Septembe 2007
r 2005

(*) 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 I can understand the main I can understand extended I can understand extended I have no difficulty in
words and very basic and the highest frequency points of clear standard speech and lectures and speech even when it is not understanding any kind of
U phrases concerning myself, vocabulary related to areas speech on familiar matters follow even complex lines of clearly structured and when spoken language, whether
N my family and immediate of most immediate personal regularly encountered in argument provided the topic relationships are only implied live or broadcast, even when
concrete surroundings when relevance (e.g. very basic work, school, leisure, etc. I is reasonably familiar. I can and not signalled explicitly. I delivered at fast native
D people speak slowly and personal and family can understand the main understand most TV news can understand television speed, provided. I have some
E clearly. 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 understand the majority of
clear, simple messages and or professional interest when films in standard dialect.
T announcements. the delivery is relatively slow
A Reading I can understand familiar I can read very short, simple I can understand texts that I can read articles and I can understand long and I can read with ease virtually
N names, words and very texts. I can find specific, consist mainly of high reports concerned with complex factual and literary all forms of the written
D simple sentences, for predictable information in frequency everyday or job- contemporary problems in texts, appreciating language, including abstract,
example on notices and simple everyday material related language. I can which the writers adopt distinctions of style. I can structurally or linguistically
I posters or in catalogues. such as advertisements, understand the description of particular attitudes or understand specialised complex texts such as
N prospectuses, menus and events, feelings and wishes viewpoints. I can understand articles and longer technical manuals, specialised articles
G timetables and I can in personal letters. contemporary literary prose. instructions, even when they and literary works.
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 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 of fluency and spontaneity and spontaneously without any conversation or
prepared to repeat or simple and direct exchange whilst travelling in an area that makes regular much obvious searching for discussion and have a good
rephrase things at a slower of information on familiar where the language is interaction with native expressions. I can use familiarity with idiomatic
rate of speech and help me topics and activities. I can spoken. I can enter speakers quite possible. I can language flexibly and expressions and
formulate what I'm trying to handle very short social unprepared into conversation take an active part in effectively for social and colloquialisms. I can express
S say. I can ask and answer exchanges, even though I on topics that are familiar, of discussion in familiar professional purposes. I can myself fluently and convey
P simple questions in areas of can't usually understand personal interest or pertinent contexts, accounting for and formulate ideas and opinions finer shades of meaning
immediate need or on very enough to keep the to everyday life (e.g. family, sustaining my views. with precision and relate my precisely. If I do have a
E familiar topics. conversation going 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 and sentences to describe in simple way in order to descriptions on a wide range descriptions of complex smoothly-flowing description
I production I live and people I know. simple terms my family and describe experiences and of subjects related to my subjects integrating sub- or argument in a style
N other people, living events, my dreams, hopes field of interest. I can explain themes, developing appropriate to the context
G conditions, my educational and ambitions. I can briefly a viewpoint on a topical issue particular points and and with an effective logical
background and my present give reasons and giving the advantages and rounding off with an structure which helps the
or most recent job. explanations for opinions and disadvantages of various appropriate conclusion. 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.

W r i t i n g I can write a short, simple I can write short, simple I can write simple connected I can write clear, detailed I can express myself in clear, I can write clear, smoothly-
postcard, for example notes and messages. I can text on topics which are text on a wide range of well-structured text, flowing text in an appropriate
W sending holiday greetings. I write a very simple personal familiar or of personal subjects related to my expressing points of view at style. I can write complex
R can fill in forms with personal letter, for example thanking interest. I can write personal interests. I can write an some length. I can write letters, reports or articles
I details, for example entering someone for something. letters describing essay or report, passing on about complex subjects in a which present a case with an
my name, nationality and experiences and information or giving reasons letter, an essay or a report, effective logical structure
T address on a hotel impressions. in support of or against a underlining what I consider which helps the recipient to
I registration form. particular point of view. I can to be the salient issues. I can notice and remember
N write letters highlighting the select a style appropriate to significant points. I can write
G personal significance of the reader in mind. summaries and reviews of
events and experiences. professional or literary
works.

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

 EUROPEAN LEVELS - SELF ASSESSMENT GRID

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