<P> A language user can develop various degrees of competence in each of these domains and to help describe them the CEFR has provided a set of six Common Reference Levels (A1, A2, B1, B2, C1, C2). </P> <P> The Common European Framework divides learners into three broad divisions that can be divided into six levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing . The following table gives an indication of these levels . A more thorough description of each level, with criteria for listening, reading, speaking, and writing, is available on the Internet . </P> <Table> <Tr> <Th> Level group </Th> <Th> Level group name </Th> <Th> Level </Th> <Th> Level name </Th> <Th> Description </Th> </Tr> <Tr> <Th> </Th> <Th> Basic user </Th> <Th> A1 </Th> <Th> Breakthrough or beginner </Th> <Td> <Ul> <Li> Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type . </Li> <Li> Can introduce themselves and others and can ask and answer questions about personal details such as where he / she lives, people they know and things they have . </Li> <Li> Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help . </Li> </Ul> </Td> </Tr> <Tr> <Th> A2 </Th> <Th> Waystage or elementary </Th> <Td> <Ul> <Li> 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). </Li> <Li> Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters . </Li> <Li> Can describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need . </Li> </Ul> </Td> </Tr> <Tr> <Th> </Th> <Th> Independent user </Th> <Th> B1 </Th> <Th> Threshold or intermediate </Th> <Td> <Ul> <Li> Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc . </Li> <Li> Can deal with most situations likely to arise while travelling in an area where the language is spoken . </Li> <Li> Can produce simple connected text on topics that are familiar or of personal interest . </Li> <Li> Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans . </Li> </Ul> </Td> </Tr> <Tr> <Th> B2 </Th> <Th> Vantage or upper intermediate </Th> <Td> <Ul> <Li> Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialization . </Li> <Li> Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party . </Li> <Li> Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options . </Li> </Ul> </Td> </Tr> <Tr> <Th> </Th> <Th> Proficient user </Th> <Th> C1 </Th> <Th> Effective operational proficiency or advanced </Th> <Td> <Ul> <Li> Can understand a wide range of demanding, longer clauses, and recognize implicit meaning . </Li> <Li> Can express ideas fluently and spontaneously without much obvious searching for expressions . </Li> <Li> Can use language flexibly and effectively for social, academic and professional purposes . </Li> <Li> Can produce clear, well - structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices . </Li> </Ul> </Td> </Tr> <Tr> <Th> C2 </Th> <Th> Mastery or proficiency </Th> <Td> <Ul> <Li> Can understand with ease virtually everything heard or read . </Li> <Li> Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation . </Li> <Li> Can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations . </Li> </Ul> </Td> </Tr> </Table> <Tr> <Th> Level group </Th> <Th> Level group name </Th> <Th> Level </Th> <Th> Level name </Th> <Th> Description </Th> </Tr>

C1 level of the common european framework of reference for languages
find me the text answering this question