What does ict stand for? Information, Communication, Technology

Qualitative aspects of spoken language use…	focuses on different qualitative aspects of language use.	Common Eurasian Framework of Resources for Linguistics	is desirable that the common reference points are presented in different ways for different purposes	is a common standard created by the Council of Europe to describe language proficiency in a harmonized, standardized way for assessment and learning	1
3.3.
13	Self-assessment grid…	intended to help learners to profile their main language skills, and decide at which level they might look at a checklist of more detailed descriptors in order to self-assess their level of proficiency.	focuses on different qualitative aspects of language use.	is a common standard created by the Council of Europe to describe language proficiency in a harmonized, standardized way for assessment and learning	Common European Framework of Reference for Languages	1	3.3.
14	Global scale…	is desirable that the common reference points are presented in different ways for different purposes	focuses on different qualitative aspects of language use	intended to help learners to profile their main language skills, and decide at which level they might look at a checklist of more detailed descriptors in order to self-assess their level of proficiency.	is a common standard created by the Council of Europe to describe language proficiency in a harmonized, standardized way for assessment and learning	1	3.3.
15	Which levels can do: - understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment), - communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters, - describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need	A2	A2	B2	C1	1	3.3.
16	Which levels can do: - understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc, - deal with most situations while travelling in an area where the language is spoken, - produce simple connected text on topics that are familiar or of personal interest, - describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.	B1	C2	C1	B2	1	3.3.
17	Which levels can do: - understand a wide range of demanding, longer clauses, and recognize implicit meaning, - express ideas fluently and spontaneously without much obvious searching for expressions, - use language flexibly and effectively for social, academic and professional purposes, - produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.	C1	C1	B2	A2	1	3.3.
18	Which levels can do: -understand with ease virtually everything heard or read, - summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation, - express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations	C2	B1	B2	A2	1	3.3.
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