Global: Students at this level can 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). They can communicate in simple and routine tasks requiring a simple and direct exchange of information on simple routine matters. They can describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need.
Listening Proficiency Scales: At the 102 level, students can identify the main point on TV news items reporting. They can understand enough to manage simple, routine exchanges without too much effort and can generally identify the topic of discussion around them which is conducted slowly and clearly. They can generally understand clear, standard speech of familiar matters, although in a real life situation they might have to ask for repletion or reformulation. They can understand enough to be able to meet concrete needs in everyday life, and can understand phrases and expressions related to immediate needs. They can understand the essential information from short recorded passages dealing with predictable everyday matters.
Reading Proficiency Scales: They can understand short, simple texts containing the most common words, including some shared international words, those written in common everyday language and those related to their activities. They can find specific information in simple everyday material such as advertisements, brochures, menus and timetables. They can identify specific information in simple written material such as letters, brochures and short newspaper articles describing familiar topics and can understand simple instructions on equipment encountered in everyday life. They can understand everyday signs and notices in public places, such as streets, restaurants, railway stations and in workplaces.
Speaking Proficiency Scales: Students at the level 102 can construct phrases on familiar topics with sufficient ease to handle short exchange. They can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. They are able to use basic sentence patterns and communicate with memorized phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc. They have sufficient vocabulary for the expression of basic communicative needs and for coping with simple survival needs. They can control a narrow repertoire dealing with concrete everyday need and use some simple structures correctly. It is usually clear what they are trying to say. Pronunciation is generally clear enough to be understood.. They can expand learned phrases through simple combinations of their elements, can tell a story or describe something in a simple list of points and can link groups of words with simple connectors. They can make and respond to invitations, suggestions and apologies, can ask for attention and can reasonably fluently relate a straightforward narrative or description as a linear sequence of points.
Writing Proficiency Scales: They can give short, basic descriptions of events and activities and can write simple notes and messages relating to matters of everyday life, can describe plans and arrangements and can explain what they like or dislike about something. They can describe their family, living conditions, schooling, present or most recent job and can describe past activities and personal experiences.