Common European Framework of Reference for Languages: Learning, Teaching, Assessment

Partially relevant: on topics related 
to school subjects, interests, etc. 
B1 
B1 
Can understand the description of places, events, explicitly expressed 
feelings and perspectives in narratives, guides and magazine articles 
that are written in high frequency, everyday language. 
Partially relevant: on topics related 
to school subjects, interests, etc. 
I can read magazine articles for children and teenagers. [116.2010-POR/6-10] 
I can understand a wide range of authentic texts. I can produce an oral or written summary or translation of a 
given text, e.g. internet texts on topics I am learning about in other subjects, a story or magazine article… 
[70.2006-UK/PRI] 
Can follow the plot of stories, simple novels and comics with a clear 
linear storyline and high frequency everyday language, given regular 
use of a dictionary.
Relevant. 
I can read stories about children in other places. [11.2001-IE/PRI] 
I can understand the main plot of a clearly written story and recognize the important events. [86.2007-ARM/6-10] 
I can understand the content of longer stories even if I don't know all the words. [2012.R007-TUR/6-12]
I can read and basically understand a role-play, e.g. a drama in a school presentation. [94.2008-AUS/6-10] 
I can read and basically understand a simple book, e.g. a fairy tale book. [94.2008-AUS/6-10] 
I can read short stories, fairy tales and children’s books with the help of a dictionary. [86.2007-ARM/6-10] 
Can understand a travel diary mainly describing the events of a 
journey and the experiences and discoveries the person made. 
Partially relevant: if subject matter 
is familiar. 
Reception Strategies
 
IDENTIFYING CUES AND INFERRING (Spoken & Written) 
IDENTIFYING CUES AND INFERRING (Spoken & Written) 
B1+ 
B1+ 
Can exploit different types of connectors (numerical, temporal, logical) 
and the role of key paragraphs in the overall organisation, in order to 
better understand the argumentation in a text.