Can understand a broad range of long and complex texts, appreciating subtle distinctions of style and identifying both implicit and explicit meaning.

Can make appropriate inferences when links or implications are not made explicit in a listening sample.

Can use a comprehensive & unrestricted mastery of a wide range of language to formulate thoughts precisely, give emphasis, and eliminate ambiguity. Strong command of idiomatic expressions and connotative meaning.

Can express themselves at length with a natural, effortless, smooth flow. Uses full and reliable mastery of a broad range of language. Provides clear, smoothly flowing, elaborate and often memorable descriptions.

Skilled at using contextual, grammatical and lexical cues to infer attitude, mood & intentions. Can understand lengthy, complex texts from social, professional or academic life, identifying finer points of detail, including attitudes and implied and stated opinions.

Skilled at using contextual, grammatical and lexical cues to infer attitude, mood & intentions. Recognizes a wide range of idiomatic expressions. Can follow most lectures and discussions with ease.

Can use a broad range of complex grammatical structures appropriately and with flexibility. Layout, paragraphing and punctuation are consistent and helpful. Can precisely qualify opinions in relation to degrees of certainty. Can express strong disagreement diplomatically.

Can express themselves fluently and spontaneously, almost effortlessly. Only a difficult subject can hinder a smooth flow. Can use a broad range of complex grammatical structures and less common vocabulary. Can use the full range of phonological features with sufficient control to ensure intelligibility.

Can use several strategies, including identifying main points and using context clues. Has a broad active vocabulary, but may have some difficulty with uncommon idioms. Can understand articles with contemporary problems where specific viewpoints are adopted. Can recognize when a text provides factual information versus an argument.

Can follow extended discourse and complex lines of argument, provided the topic is reasonably familiar. Can distinguish main themes from asides. Can recognize the point of view expressed and distinguishes this from facts. Can identify the main reasons for and against an argument in a discussion.

Can produce text that is well-organized and coherent, using a range of linking expressions. Has a good command of simple language structures and some complex grammatical forms. Can develop a clear description or narrative, expanding and supporting main points with relevant supporting detail. Lexical accuracy is generally high.

Can produce stretches of language with an even tempo, but can be hesitant while searching for patterns and expressions. Shows a fairly high degree of grammatical control. Can explain a viewpoint on a topical issue, giving pros and cons. Can develop a clear description or narrative with relevant detail and examples.

Can follow a line of argumentation or the sequence of events by focusing on common logical and temporal connectors. Can deduce the probable meaning of unknown words by identifying their parts. Can understand descriptions of places, events and explicitly expressed feelings in narratives. Can find and understand relevant information in everyday material (letters, brochures, short official documents).

Can understand the main points made in clear standard language on familiar matters. Can extrapolate the meaning of unknown words from context if the topic is familiar. Can follow a lecture within their own field if the subject matter is familiar and clearly structured. Can follow much of everyday conversation if clearly articulated in standard language.

Can write basic emails/letters of a factual nature (e.g., to request information or give confirmation). Can use a wide range of simple language to flexibly express most intended meanings. Can express the main point comprehensibly. Shows good control of elementary vocabulary but major errors still occur with complex thoughts.

Can speak comprehensibly, even though pausing for grammatical and lexical planning is very evident, especially in longer stretches. Can give brief explanations for opinions, plans and actions. Has sufficient vocabulary to express themselves with some circumlocutions on most topics relevant to everyday life.

Can understand texts describing people, places, everyday life, if given in simple language. Can find specific, predictable information in everyday material like advertisements, menus and timetables. Can understand short, simple texts on familiar matters of a concrete type in common or job-related language.

Can understand phrases related to areas of immediate priority (basic personal and family information, shopping, local geography, jobs), if speaker articulates clearly and slowly. Can understand the essential information from short, recorded passages dealing with predictable everyday matters.

Can write brief, everyday expressions to satisfy simple needs of a concrete type (personal details, daily routines, requests for information). Can use some simple structures correctly, but still makes basic mistakes; nevertheless, it is usually clear what they are trying to communicate.

Can construct phrases on familiar topics with enough ease to handle short exchanges, despite noticeable hesitation and false starts. Can give short, basic descriptions of events and activities. Can explain likes or dislikes and why they prefer one thing over another.

Can get an idea of the content of simpler informational material and short, simple descriptions, especially if there is visual support. Recognizes familiar names, words and very basic phrases on simple notices in the most common everyday situations. Finds and understands simple, important information in short texts.

Can recognize concrete information (e.g., places and times) on familiar topics encountered in everyday life, provided the information is delivered slowly and clearly. Has a basic vocabulary repertoire of words and phrases related to particular concrete situations.

Can compose a short, very simple message (e.g., a text message) to friends to give them a piece of information or ask them a question. Has a very basic range of simple expressions about personal details. Can produce simple isolated phrases and sentences.

Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions. Has a very basic range of simple expressions about personal details and needs. Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort.