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Yüksek Kariyer Türkçe & Yös Kursu Şişli Şubesi

Yüksek Kariyer Türkçe & Yös Kursu Şişli Şubesi

Yüksek Kariyer Türkçe & Yös Kursu Şişli Şubesi


(Common European Framework of Reference for Languages)

Framework Program of the European languages in Europe for foreign language learning defined common evaluation and reference system. This system at least six levels in the different areas and evaluates the competence of language  

Turkish Language for foreigners in the marketplace, 8 ( eight) pax - 15 (groups of fifteen ) people, , rich materials in the field  instructors have experienced high license (at least two foreign language know) followed by the beginning, middle, forward and high levels of driving instructors are available.

Start-Level : (Basic use of language)-(A1-A2) ,

Mid - Level (Independent use of language)-(B1-B2)

“ The High Level (Competent language use)- (C1-C2)








180 hours


(90 hours)

1. and  2. Step

Listening: I can understand familiar words and very basic phrases when people speak slowly and clearly.

Reading: I can understand familiar names, words and very simple sentences, for example on notices and posters and in catalogues.

Speaking: I can interact in a simple way. I can use simple sentences to describe where I live and people I know.

Writing: I can write a short, simple postcard, for example sending holiday greetings.


(90 hours)

3. and  4. Step

 Listening: I can understand very basic information. I can understand the main point in short, clear, simple messages and announcements.

Reading: I can find specific information in simple texts (advertisements, menus and timetables) and can understand simple personal letters.

Speaking: I can communicate about simple, routine tasks. I can use a series of  sentences to describe my private life and my job.

Writing: I can write short, simple notes and messages. I can write a very simple personal letter, for example thanking someone for something.






180 hours


(90 hours)


5. and  6. Step

 Listening: I can understand the main points of speech on matters of work, school, leisure, etc. I can understand radio or TV programmes if people speak clearly.

Reading: I can understand everyday texts on personal or work matters. I can understand descriptions of events and wishes in personal letters.

Speaking: I can take part in conversations on family, hobby, work, travel and current events.

Writing: I can write simple texts on familiar topics. I can write personal letters describing my experiences and impressions.


(90 hours)

7. and  8.Step

Listening: I can understand extended speech and lectures and most TV and current affairs programmes and films.

Reading: I can read articles and reports in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.

Speaking: I can interact with native speakers and take an active part in discussions.

Writing: I can pass on information in reports and essays giving reasons for or against a point of view.






180 hours


 (90 hours)

9. and  10. Step

Listening: I can understand extended speech. I can understand television programmes and films without too much effort.

Reading: I can understand long, complex factual and literary texts and appreciate distinctions of style. I can understand specialised articles and longer technical


Speaking: I can express myself fluently and spontaneously and with precision. I can present detailed descriptions of complex subjects, rounding off with an appropriate conclusion.

Writing: I can write about complex subjects in letters, essays or reports. I can select the appropriate style for these.


(90 hours)

11. and 12.Step

Listening: I can understand specialised lectures or presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology.

Reading: I can understand abstract or specialised texts structured in a complex way, such as handbooks, academic articles or works of literature.

Speaking: I can give a talk in clear, smoothly-flowing speech on a complex subject and can deal with expressing implications and allusions.

Writing: I can summarise information from different sources, reconstructing arguments and accounts in a coherent presentation of the overall result.