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Wenn Sie auf der Suche nach einem Italienischkurs in Italien sind, kommen Sie zu uns und lernen Sie Italienisch an der Scuola Toscana! Wir sind eine der ältesten Schulen der italienischen Sprache in Florenz, im Herzen der Toscana und Sie finden uns mitten im historischen Zentrum der Stadt, in der die italienische Sprache geboren wurde!

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European Language Portfolio

European Language PortfolioThe European Language Portfolio fulfils two functions: it is simultaneously an information tool and an accompaniment to language learning.

It should provide information about language proficiency and inter-cultural experiences in a clear, easily comprehensible way, with internationally comparable descriptions.

At the same time it should stimulate and help with language learning. It is based on the overall reference system for language learning developed by the Council of Europe ("Common European Framework of Reference").

Self-assessment Grid

The European Language Portfolio is intended to
  • facilitate mobility in Europe by presenting language qualifications in a clear and internationally comparable way;
  • encourage the learning of foreign languages;
  • emphasize the value of multi-lingualism and multi-culturalism, and contribute to mutual understanding in Europe;
  • promote autonomous learning and the ability to assess oneself.

The European Language Portfolio helps learners to
  • evaluate and describe their language proficiency;
  • situate their language proficiency on the internationally comparable scale of the Council of Europe;
  • document and reflect on their language learning inside and outside school and on their intercultural experiences;
  • inform anyone concerned about their proficiency in different languages, for example when changing schools, starting a language course, participating in an exchange programme, or applying for a job;
  • set personal language objectives and plan further learning.

The European Language Portfolio helps teachers, schools and other training institutions to
  • recognize the needs and motivation of learners and help them to set learning goals and put together programmes;
  • obtain information about the learners' previous language learning experiences inside and outside school;
  • evaluate and document performance on a differentiated scale;
  • situate final certificates and qualifications on the scale of the Common European Framework of Reference;
  • describe their language programmes and produce attestations of language learning experiences.

The Language Portfolio helps firms, offices and employers to
  • obtain a differentiated picture of the language proficiency of their employees of job applicants and make better use of their language abilities;
  • specify their employees' qualification requirements and plan in-house and external training programmes;
  • prepare attestations on the use of foreign languages in the workplace and periods of professional development in other language areas.

Self-assessment Grid

[ Understanding ] [ Speaking ] [ Writing ] [ TOP ]

A1 I can recognize familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
A2 I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment). I can catch the main point in short, clear, simple messages and announcements. I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.
B1 I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.
B2 I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. I can read articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. I can understand contemporary literary prose.
C1 I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly. I can understand television programmes and films without too much effort. I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialized articles and longer technical instructions, even when do not relate to my field.
C2 I have no difficulty in understanding any kind of spoken language, whenever live of broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent. I can read with ease virtually all forms of the written language, including abstract, structually or linguistically complex texts such as manuals, specialized articles and literary works.

[ Understanding ] [ Speaking ] [ Writing ] [ TOP ]

A1 I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. I can use simple phrases and sentences to describe where I live and people I know.
A2 I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.
B1 I can deal with most situations likely to arise while traveling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book of film and describe my reactions.
B2 I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my view. I can present clear, detailed descriptions on a side range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
C1 I can express myself fluently and spontaneously without much obvious searching for expression. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skillfully to those of other speakers. I can present clear, detailed descriptions of complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.
C2 I can take part effortlessly in any conversation of discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. I can present a clear, smoothly-flowing description of argument in a style appropriate to the context and with an effective logical structure which helps the listener to notice and remember significant points.

[ Understanding ] [ Speaking ] [ Writing ] [ TOP ]

A1 I can write a short, simple postcard, for example sending holiday greeting. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.
A2 I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking some for something.
B1 I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.
B2 I can write clear, detailed text on a wide range of subjects related to my interest. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.
C1 I can express myself in clear, well-structured text, expressing points of view at some length. I can write detailed expositions of complex subjects in a letter, an essay or a report, underlining what I consider to b3e the salient issues. I can write different kinds of texts in an assured, personal style appropriate to the reader in mind.
C2 I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the reader to notice and remember significant point. I can write summaries and reviews of professional or literary works.

[ Understanding ] [ Speaking ] [ Writing ] [ TOP ]


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