Upload
eaquals
View
1.609
Download
2
Embed Size (px)
Citation preview
Exploiting EAQUALS CEFR curriculum aids
Brian North (CEFR co-author)
©Eaquals 2014 1
Agenda
1: Talk: The CEFR: How it helps, what it is
2. Demonstration: Eaquals Resources
3. Groups: Brain-storming, Reporting, Discussion
4. Plenary: Reports & Discussion
©Eaquals 06/08/2014 2
How the CEFR helps
• Real World Orientation
• Course Organisation
• Communication
©Eaquals 06/08/2014 3
Real World Orientation
• Can Do descriptors can be used to orient course aims and
syllabus content to real world needs (“needs analysis”).
• Can Do descriptors help teachers think “top down,” from what
these learners need to do in the language, rather than just
bottom up “from the grammar progression and what mistakes
students make (“action.-oriented approach”).
• Can Do descriptors (in course aims) help teachers select suitable
communicative activities, rather than using isolated skills and
topics as the primary organising principles (= the 1961 Lado
model).
• Quality descriptors (in course aims, in assessment grids) enrich
teachers’ thinking beyond grammatical accuracy, vocabulary,
pronunciation (= the 1961 Lado model).
©Eaquals 06/08/2014 4
Course Organisation
• Coherent system: Input (content) and output (levels achieved)
on same scale of levels: aims, course content, classes, books,
tests, results, certificates: linked into one coherent system
• Proficiency gain: Pre-course/Entry test, exit tests, examinations
linked into one coherent system; progress tracking
• Course planning: (week/term; day; lesson) related to course
aims (descriptors, key language points)
• Materials: cross-references to course aims (descriptors, key
language points)
• Assessment: (teacher assessment, self-assessment, school
progress tests)
• Certification: (Standardisation, moderation)
©Eaquals 06/08/2014 5
Communication
• Teachers can talk to learners about their level, their goals,
their progress towards their goals – can highlight relevant
communicative aims & key language points
• Teachers can communicate more easily – including between
levels and language departments
• Academic managers can communicate more easily with other
schools
• The “product” (proficiency gain) can be described to learners
and sponsors (parents, employers, …): Course aims (at the
end of 12 weeks, he should be able to …), progress tracking,
reports, certification
• Schools can communicate more easily with education
authorities, inspectors etc.
©Eaquals 06/08/2014 6
www.coe/int
www.coe.int/t/dg4/linguistic/
www.coe/int
www.coe.int/t/dg4/linguistic/
www.coe/int
www.coe.int/t/dg4/linguistic/
CEFR
Ch1. The CEFR in its political and educational context
Ch2. Approach adopted
Ch3. Common reference levels
Ch4. Language use and the language user/learner
Ch5. The competences of the user/learner
Ch6. Language learning and teaching
Ch7. The role of tasks in language learning and teaching
Ch8. Linguistic diversification and the curriculum
Ch9. Assessment
©Eaquals 06/08/2014 10
CEFR
Ch1. The CEFR in its political and educational context
Ch2. Approach adopted
Ch3. Common reference levels
Ch4. Language use and the language user/learner
Ch5. The competences of the user/learner
Ch6. Language learning and teaching
Ch7. The role of tasks in language learning and teaching
Ch8. Linguistic diversification and the curriculum
Ch9. Assessment
©Eaquals 06/08/2014 11
CEFR
Ch2. Approach adopted
Ch3. Common reference levels
Ch4. Language use and the language user/learner
Ch5. The competences of the user/learner
©Eaquals 06/08/2014 12
CEFR
Ch2. Approach adopted
Ch3. Common reference levels
Ch4. Language use and the language user/learner
Ch5. The competences of the user/learner
©Eaquals 06/08/2014 13
“Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts in relation to themes in specific domains, activating those strategies which seem most appropriate for carrying out the
tasks to be accomplished.” (CEFR: 9)
“Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts in relation to themes in specific domains, activating those strategies which seem most appropriate for carrying out the
tasks to be accomplished.” (CEFR: 9)
“Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts in relation to themes in specific domains, activating those strategies which seem most appropriate for carrying out the tasks to be accomplished.”
CEFR Chapter 4
Language use and the language
user/learner
“Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts in relation to themes in specific domains, activating those strategies which seem most appropriate for carrying out
the tasks to be accomplished.” (CEFR: 9)
CEFR Chapter 5
The competences of the
user/learner
CEFR
Ch2. Approach adopted
Ch3. Common reference levels
Ch4. Language use and the language user/learner
Ch5. The competences of the user/learner
©Eaquals 06/08/2014 18
Ch4: Descriptors: Activities
Communicative
Strategies
Communicative
Language Competencies
Reception Production
Understanding
a native speaker
Conversation
Informal
Discussion
Formal
Discussion
Obtaining Goods
and Services
Interviewing &
being interviewed
Spoken Written
Interaction Mediation
Overall Language Proficiency
Communicative
Activities
Communicative
Strategies
Communicative
Language Competencies
Reception Production
Understanding
a native speaker
Conversation
Informal
Discussion
Formal
Discussion
Obtaining Goods
and Services
Interviewing &
being interviewed
Spoken Written
Interaction Mediation
Overall Language Proficiency
Communicative
Activities
Informal Discussion B2
Can take an active part in informal discussion in familiar
contexts, commenting, putting point of view clearly, evaluating
alternative proposals and making and responding to hypotheses.
Can with some effort catch much of what is said around him/her
in discussion, but may find it difficult to participate effectively in
discussion with several native speakers who do not modify their
language in any way.
Ch4: Descriptors
CEFR
Ch2. Approach adopted
Ch3. Common reference levels
Ch4. Language use and the language user/learner
Ch5. The competences of the user/learner
©Eaquals 06/08/2014 21
Communicative
Strategies
General
Linguistic
Vocabulary
Range
Range
Grammatical
AccuracyPhonological
Control
Vocabulary
Control
Orthographic
Control
Control
Linguistic Sociolinguistic Pragmatic
Communicative
Language Competencies
Communicative
Activities
Overall language Proficiency
Communicative
Strategies
General
Linguistic
Vocabulary
Range
Range
Grammatical
Accuracy
Grammatical
AccuracyPhonological
Control
Phonological
Control
Vocabulary
Control
Vocabulary
Control
Orthographic
Control
Orthographic
Control
Orthographic
Control
ControlControl
Linguistic Sociolinguistic Pragmatic
Communicative
Language Competencies
Communicative
Activities
Overall language Proficiency
Ch4: Descriptors: Quality
Vocabulary control B2
Lexical accuracy is generally high, though some confusion and
incorrect word choice does occur without hindering
communication.
Ch4: Descriptors
CEFR
Ch2. Approach adopted
Ch3. Common reference levels
Ch4. Language use and the language user/learner
Ch5. The competences of the user/learner
©Eaquals 06/08/2014 24
CEFR Table 1
©Eaquals 06/08/2014 25
ProficientC2
Can understand with ease virtually everything heard or read. Can summarise information from different spokenand written sources, reconstructing arguments and accounts in a coherent presentation. Can expresshim/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in morecomplex situations.
UserC1
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can expresshim/herself fluently and spontaneously without much obvious searching for expressions. Can use languageflexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured,detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesivedevices.
Independ-
ent
B2Can understand the main ideas of complex text on both concrete and abstract topics, including technicaldiscussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makesregular interaction with native speakers quite possible without strain for either party. Can produce clear, detailedtext on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages anddisadvantages of various options.
UserB1
Can understand the main points of clear standard input on familiar matters regularly encountered in work,school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the languageis spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describeexperiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions andplans.
Basic
A2Can 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). Can communicate insimple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.Can describe in simple terms aspects of his/her background, immediate environment and matters in areas ofimmediate need.
UserA1
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction ofneeds of a concrete type. Can introduce him/herself and others and can ask and answer questions aboutpersonal details such as where he/she lives, people he/she knows and things he/she has. Can interact in asimple way provided the other person talks slowly and clearly and is prepared to help.
CEFR Table 2
©Eaquals 06/08/2014 26
1
A1 A2 B1 B2 C1 C2
U
N
D
E
R
S
T
A
N
D
I
N
G
listening I can recognise familiar words
and very basic phrases
concerning myself, my family
and immediate concrete
surroundings when people speak
slowly and clearly.
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 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 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 understand extended speech even
when it is not clearly structured and
when relationships are only implied and
not signalled explicitly. I can
understand television programmes and
films without too much effort.
I have no difficulty in understanding any
kind of spoken language, whether live or
broadcast, even when delivered at fast
native speed, provided. I have some time
to get familiar with the accent.
Reading I can understand familiar names,
words and very simple sentences,
for example on notices and
posters or in catalogues.
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.
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.
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.
I can understand long and complex
factual and literary texts, appreciating
distinctions of style. I can understand
specialised articles and longer technical
instructions, even when they do not
relate to my field.
I can read with ease virtually all forms of
the written language, including abstract,
structurally or linguistically complex texts
such as manuals, specialised articles and
literary works.
S
P
E
A
K
I
N
G
Spoken
Interaction
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 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 deal with most situations likely
to arise whilst travelling in an areas
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 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 views.
I can express myself fluently and
spontaneously without much obvious
searching for expressions. I can use
language flexibly and effectively for
social and professional purposes. I can
formulate ideas and opinions with
precision and relate my contribution
skilfully to those of other speakers.
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.
Spoken
Production
I can use simple phrases and
sentences to describe where I live
and people I know.
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.
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 or film and describe
my reactions.
I can present clear, detailed descriptions
on a wide 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.
I can present clear, detailed
descriptions of complex subjects
integrating sub-themes, developing
particular points and rounding off with
an appropriate conclusion.
I can present a clear, smoothly-flowing
description or argument in a style
appropriate to the context and with an
effective logical structure which helps the
recipient to notice and remember
significant points.
W
R
I
T
I
N
G
Writing I can write a short, simple
postcard, for examples sending
holiday greetings. I can fill in
forms with personal details, for
example entering my name,
nationality and address on a hotel
registration form.
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
someone for something.
I can write simple connected text on
topics which are familiar or of
personal interest. I can write personal
letters describing experiences and
impressions.
I can write clear, detailed text on a wide
range of subjects related to my interests.
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.
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 be the
salient issues. I can write different
kinds of texts in an assured, personal,
style appropriate to the reader in mind.
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 recipient to notice and
remember significant points. I can write
summaries and reviews of professional or
literary works.
CEF TABLE 2: Language Passport: Self-assessment grid
CEFR Table 3
©Eaquals 06/08/2014 27
RANGE ACCURACY FLUENCY INTERACTION COHERENCE
C2 Shows great flexibility reformulating
ideas in differing linguistic forms to
convey finer shades of meaning
precisely, to give emphasis, to
differentiate and to eliminate
ambiguity. Also has a good command
of idiomatic expressions and
colloquialisms.
Maintains consistent grammatical
control of complex language, even
while attention is otherwise engaged
(e.g. in forward planning, in
monitoring others' reactions).
Can express him/herself
spontaneously at length with a
natural colloquial flow, avoiding or
backtracking around any difficulty so
smoothly that the interlocutor is
hardly aware of it.
Can interact with ease and skill,
picking up and using non-verbal and
intonational cues apparently
effortlessly. Can interweave his/her
contribution into the joint discourse
with fully natural turntaking,
referencing, allusion making etc.
Can create coherent and cohesive
discourse making full and appropriate
use of a variety of organisational
patterns and a wide range of
connectors and other cohesive
devices.
C1 Has a good command of a broad
range of language allowing him/her to
select a formulation to express him/
herself clearly in an appropriate style
on a wide range of general,
academic, professional or leisure
topics without having to restrict what
he/she wants to say.
Consistently maintains a high degree
of grammatical accuracy; errors are
rare, difficult to spot and generally
corrected when they do occur.
Can express him/herself fluently and
spontaneously, almost effortlessly.
Only a conceptually difficult subject
can hinder a natural, smooth flow of
language.
Can select a suitable phrase from a
readily available range of discourse
functions to preface his remarks in
order to get or to keep the floor and
to relate his/her own contributions
skilfully to those of other speakers.
Can produce clear, smoothly flowing,
well-structured speech, showing
controlled use of organisational
patterns, connectors and cohesive
devices.
B2+
B2 Has a sufficient range of language to
be able to give clear descriptions,
express viewpoints on most general
topics, without much conspicuous
searching for words, using some
complex sentence forms to do so.
Shows a relatively high degree of
grammatical control. Does not make
errors which cause misun-
derstanding, and can correct most of
his/her mistakes.
Can produce stretches of language
with a fairly even tempo; although
he/she can be hesitant as he or she
searches for patterns and
expressions, there are few noticeably
long pauses.
Can initiate discourse, take his/her
turn when appropriate and end
conversation when he/she needs to,
though he/she may not always do
this elegantly. Can help the
discussion along on familiar ground
confirming comprehension, inviting
others in, etc.
Can use a limited number of
cohesive devices to link his/her
utterances into clear, coherent
discourse, though there may be
some "jumpiness" in a long con-
tribution.
B1+
B1 Has enough language to get by, with
sufficient vocabulary to express
him/herself with some hesitation and
circumlocutions on topics such as
family, hobbies and interests, work,
travel, and current events.
Uses reasonably accurately a
repertoire of frequently used
"routines" and patterns associated
with more predictable situations.
Can keep going comprehensibly,
even though pausing for grammatical
and lexical planning and repair is
very evident, especially in longer
stretches of free production.
Can initiate, maintain and close
simple face-to-face conversation on
topics that are familiar or of personal
interest. Can repeat back part of what
someone has said to confirm mutual
understanding.
Can link a series of shorter, discrete
simple elements into a connected,
linear sequence of points.
CEFR Table 3
©Eaquals 06/08/2014 28
RANGE ACCURACY FLUENCY INTERACTION COHERENCE
C2 Shows great flexibility reformulating
ideas in differing linguistic forms to
convey finer shades of meaning
precisely, to give emphasis, to
differentiate and to eliminate
ambiguity. Also has a good command
of idiomatic expressions and
colloquialisms.
Maintains consistent grammatical
control of complex language, even
while attention is otherwise engaged
(e.g. in forward planning, in
monitoring others' reactions).
Can express him/herself
spontaneously at length with a
natural colloquial flow, avoiding or
backtracking around any difficulty so
smoothly that the interlocutor is
hardly aware of it.
Can interact with ease and skill,
picking up and using non-verbal and
intonational cues apparently
effortlessly. Can interweave his/her
contribution into the joint discourse
with fully natural turntaking,
referencing, allusion making etc.
Can create coherent and cohesive
discourse making full and appropriate
use of a variety of organisational
patterns and a wide range of
connectors and other cohesive
devices.
C1 Has a good command of a broad
range of language allowing him/her to
select a formulation to express him/
herself clearly in an appropriate style
on a wide range of general,
academic, professional or leisure
topics without having to restrict what
he/she wants to say.
Consistently maintains a high degree
of grammatical accuracy; errors are
rare, difficult to spot and generally
corrected when they do occur.
Can express him/herself fluently and
spontaneously, almost effortlessly.
Only a conceptually difficult subject
can hinder a natural, smooth flow of
language.
Can select a suitable phrase from a
readily available range of discourse
functions to preface his remarks in
order to get or to keep the floor and
to relate his/her own contributions
skilfully to those of other speakers.
Can produce clear, smoothly flowing,
well-structured speech, showing
controlled use of organisational
patterns, connectors and cohesive
devices.
B2+
B2 Has a sufficient range of language to
be able to give clear descriptions,
express viewpoints on most general
topics, without much conspicuous
searching for words, using some
complex sentence forms to do so.
Shows a relatively high degree of
grammatical control. Does not make
errors which cause misun-
derstanding, and can correct most of
his/her mistakes.
Can produce stretches of language
with a fairly even tempo; although
he/she can be hesitant as he or she
searches for patterns and
expressions, there are few noticeably
long pauses.
Can initiate discourse, take his/her
turn when appropriate and end
conversation when he/she needs to,
though he/she may not always do
this elegantly. Can help the
discussion along on familiar ground
confirming comprehension, inviting
others in, etc.
Can use a limited number of
cohesive devices to link his/her
utterances into clear, coherent
discourse, though there may be
some "jumpiness" in a long con-
tribution.
B1+
B1 Has enough language to get by, with
sufficient vocabulary to express
him/herself with some hesitation and
circumlocutions on topics such as
family, hobbies and interests, work,
travel, and current events.
Uses reasonably accurately a
repertoire of frequently used
"routines" and patterns associated
with more predictable situations.
Can keep going comprehensibly,
even though pausing for grammatical
and lexical planning and repair is
very evident, especially in longer
stretches of free production.
Can initiate, maintain and close
simple face-to-face conversation on
topics that are familiar or of personal
interest. Can repeat back part of what
someone has said to confirm mutual
understanding.
Can link a series of shorter, discrete
simple elements into a connected,
linear sequence of points.
Common questions
• What is B2? Show me please!
• How can I reorient a curriculum/syllabus to the CEFR?
• What is the core language content for B2?
• What type of texts are suitable for B2?
• What type of tasks are suitable for B2?
• When is a person “B2” anyway?
• How do I distinguish between a performance at B1 or
B1+ and at B2?
• How can we check teachers interpret B2 the same way?
©Eaquals 06/08/2014 29
Agenda
1: Talk: CEFR, Eaquals Resources
2. Demonstration: Eaquals Resources
3. Groups: Brain-storming, Reporting, Discussion
4. Plenary: Reports & Discussion
©Eaquals 06/08/2014 30
Eaquals CEFR Resources
Levels
• Descriptors – including “plus levels”: (as levels, as scales, as checklists)
• EAQUALS/ALTE electronic European Language Portfolio www.eelp.org
• DVDs of video samples, with documentation www.ciep.fr/en/publi_evalcert
Course Planning
• Curriculum guide
• Curriculum “Can Do” Case Studies
• Core Inventory: English, (French in April 2015)
Assessment & Certification
• CEFR Assessment Tasks (Listening & Reading; English & French)
• CEFR-based teacher assessment procedures
• CEFR Standardisation training packs for assessment of speaking, writing
• CEFR Certification scheme ©Eaquals 2014 31
Descriptors
©Eaquals 2014 32
Eaquals/Alte ELP 2000
- Original ELP: descriptors very close to CEFR
- English, French, German, Italian, Spanish, Basque, Croatian, Dutch, Estonian,
Lithuanian, Polish, Romanian, Russian, Slovak
Eaquals Can Do project 2008
- Eaquals bank: Includes “plus levels” (English only)
www.coe.int/lang - CEFR bank of descriptors
- CEFR originals (English)
- Bank from ELPs (English, different languages)
End 2015
- Extended Set (English, French)
- YL bank (English, different languages)
© Eaquals 2014 33
Resources: eELP
© Eaquals 2014 34
© Eaquals 2014 35
Resources: eELP
© Eaquals 2014 36
Resources: eELP
© Eaquals 2014 37
Resources: eELP
© Eaquals 2014 38
Resources: eELP
© Eaquals 2014 39
© Eaquals 2014 40
Resources: DVD
© Eaquals 2014 41
www.ciep.fr/en/publi_evalcert English, French, German, Italian and
Spanish
www.webcef.eu Dutch, English, Finnish, French, German,
Italian and Polish
Resources: DVD
© Eaquals 2014 42
www.ciep.fr/en/publi_evalcert English, French, German, Italian and
Spanish
www.webcef.eu Dutch, English, Finnish, French, German,
Italian and Polish
Resources: DVD
© Eaquals 2014 43
Eaquals CEFR Resources
Levels
• Descriptors – including “plus levels”: (as levels, as scales, as checklists)
• EAQUALS/ALTE electronic European Language Portfolio www.eelp.org
• DVDs of video samples, with documentation www.ciep.fr/en/publi_evalcert
Course Planning
• Curriculum guide
• Curriculum “Can Do” Case Studies
• Core Inventory: English, (French in April 2015)
Assessment & Certification
• CEFR Assessment Tasks (Listening & Reading; English & French)
• CEFR-based teacher assessment procedures
• CEFR Standardisation training packs for assessment of speaking, writing
• CEFR Certification scheme ©Eaquals 2014 44
Curriculum: Guide; Case Studies
• Self-help Guide with tasks
• Case studies
• Self-help Guide – annotated with extracts from Case Studies
• “…….take a critical look at your present curriculum and
syllabus documents and start the development from there. We
would definitely want to encourage you to start from the
curriculum and syllabuses that you have used so far. Do not
discard anything that has worked well in your institution.
©Eaquals 06/08/2014 45
The institution’s educational philosophy
Can Do’s related to levels & examination aims
Methods, techniques, activities, materials
Syllabus; schemes of work; orientation
Assessment: ongoing + certification
Curriculum Planning
©Eaquals 06/08/2014 47
B2: Upper Intermediate
Spoken Interaction
Take an active part in a discussion, using a range of language to do so
Ask for, give and justify opinions showing awareness of the situation
Plan a meeting or presentation, organise tasks and check that they are done
Make and respond to assumptions, deductions and hypotheses
Compare and contrast alternatives, supporting your preferences
Evaluate advantages and disadvantages, and participate in reaching a decision
Express personal feelings and emotional responses, including wishes and regrets
Complain, express disappointment and find a solution to a problem
Spoken Production & Writing
Give/write a clear, detailed descriptions of a person, place, or job or study experience
Give/write detailed accounts of plans, activities and experiences
Give/write an evaluative description of a book, film or show
Give/write a viewpoint on a topical issue, considering points for and against the options
Develop an argument in speech or writing, expanding and supporting your point of view
Summarise and report extended information after a group discussion, etc
Give/write descriptions of events/experiences demonstrating their personal significance
Write a formal letter
Communicative
Tasks
The most
important things you need to do in
the language at
this level.
Listening
Follow discussion around you
Understand announcements and messages spoken at normal speed
Understand documentaries and interviews, identifying the speakers’ feelings and attitudes
Follow the majority of films in standard dialect
Follow complex lines of argument around familiar topics
Reading
Skim read a magazine or newspaper to decide what to read
Recognise the writer’s implied views and feelings in a text
Understand reviews dealing with the content and criticism of films, theatre, books, etc.
Follow the plot and the development of ideas in novels and short stories
Identify the level of formality employed in a text
Recognise discourse and reference markers for cohesion in text
Grammar
Past tenses review: Past Simple and Continuous, Present Perfect Simple and Continuous;
Past Perfect Simple and Continuous
Future tenses review: Present Continuous, going to, will, Future Continuous
Passives: present perfect, future, modals; Passives used with reporting verbs
Modal verbs (would, could, should, might) including deduction in the past (must have)
Conditionals: 3rd
– contrast with 1st and 2
nd + mixed conditionals, wish/if only
Infinitives after verbs and adjectives (e.g. I promise to do; I am happy to do)
Reported speech and reporting verbs
Relative clauses: Defining / non-defining (I have a car which is very fast / I have a car
now, which means I can get out of town)
Adjectives + infinitive (e.g. I was surprised to hear)
Linkers/sequencing (e.g. despite, whereas, firstly, moreover)
Inversions (Not only … but also…, No sooner … )
Language
Resources
The grammar and
vocabulary you need to
communicate
successfully in
the communicative
tasks listed
above.
Vocabulary
Collocation (highly qualified, greatly admired)
Word formation: nouns, verbs, adjectives, adverbs
Conjunctions and linking words
Phrasal verbs (e.g. put out a light; give out books)
Confusing / similar words (e.g. unsatisfied/dissatisfied)
Phrases for contrasting points of view (e.g. on the one hand ….., on the other hand….)
Modifiers and intensifiers (e.g. quite, really, extremely, absolutely)
Detailed vocabulary for expressing emotions and reactions
Detailed vocabulary for describing people and places
©Eaquals 06/08/2014 48
B2: Upper Intermediate
Spoken Interaction
Take an active part in a discussion, using a range of language to do so
Ask for, give and justify opinions showing awareness of the situation
Plan a meeting or presentation, organise tasks and check that they are done
Make and respond to assumptions, deductions and hypotheses
Compare and contrast alternatives, supporting your preferences
Evaluate advantages and disadvantages, and participate in reaching a decision
Express personal feelings and emotional responses, including wishes and regrets
Complain, express disappointment and find a solution to a problem
Spoken Production & Writing
Give/write a clear, detailed descriptions of a person, place, or job or study experience
Give/write detailed accounts of plans, activities and experiences
Give/write an evaluative description of a book, film or show
Give/write a viewpoint on a topical issue, considering points for and against the options
Develop an argument in speech or writing, expanding and supporting your point of view
Summarise and report extended information after a group discussion, etc
Give/write descriptions of events/experiences demonstrating their personal significance
Write a formal letter
Communicative
Tasks
The most
important things you need to do in
the language at
this level.
Listening
Follow discussion around you
Understand announcements and messages spoken at normal speed
Understand documentaries and interviews, identifying the speakers’ feelings and attitudes
Follow the majority of films in standard dialect
Follow complex lines of argument around familiar topics
Reading
Skim read a magazine or newspaper to decide what to read
Recognise the writer’s implied views and feelings in a text
Understand reviews dealing with the content and criticism of films, theatre, books, etc.
Follow the plot and the development of ideas in novels and short stories
Identify the level of formality employed in a text
Recognise discourse and reference markers for cohesion in text
©Eaquals 06/08/2014 49
CEFR LEVEL: A2
BELL KRAKOW LEVEL: 3
COMMUNICATIVE OBJECTIVES
2008/2009
STUDENT: ……………..……………. GROUP: …………………
Indicate the student’s performance regarding the following partial competences
by ticking the appropriate column:
poor (P), good (G), excellent (Ex)
P G Ex
Listening and Speaking*
understand what is said clearly, slowly and directly in simple everyday
conversations
participate in short social exchanges, introduce him/herself, get information about
travel, order something to drink or eat, make and respond to invitations, etc.
Reading*
understand simple written messages from friends or colleagues
understand simple user’s instructions for equipment
understand a simple personal letter in which the writer tells or asks about aspects
of everyday life
Writing*
write short, simple notes and messages
fill in a questionnaire about his/her educational background, job, interests and
specific skills
briefly introduce him/herself in a letter with simple phrases and sentences (family,
job, hobbies)
write simple sentences, connecting them with words such as “and”, “but”,
“because”
Grammar and Vocabulary*
produce simple grammatical structures that have been learnt and practised in class
describe past activities and personal experiences (e.g. the last weekend, his/her last
holiday)
refer to future plans
*The European Language Portfolio, CODN Warszawa: accredited model No.6.2000,
http://culture2.coe.int/portfolio
Bell Krakow: Continuous assessment checklist.
©Eaquals 06/08/2014 50
Listening:
A2: Level 2 - English File Pre-
intermediate
I ca
n u
nd
erst
and
wh
at i
s sa
id c
lear
ly,
slo
wly
an
d d
irec
tly
to
me
in s
imp
le
ever
yd
ay c
onv
ersa
tio
n;
it i
s p
oss
ible
to
mak
e m
e un
der
stan
d,
if t
he
spea
ker
can
tak
e th
e tr
oub
le.
I ca
n g
ener
ally
id
enti
fy t
he
top
ic o
f
dis
cuss
ion
aro
un
d m
e w
hen
peo
ple
sp
eak
slo
wly
an
d c
lear
ly
I ca
n u
nd
erst
and
ph
rase
s, w
ord
s an
d
exp
ress
ion
s re
late
d t
o a
reas
of
mo
st
imm
edia
te p
rio
rity
(e.
g v
ery b
asic
per
son
al a
nd
fam
ily
info
rmat
ion
,
sho
pp
ing,
loca
l ar
ea, em
plo
ym
ent)
.
I ca
n c
atch
th
e m
ain
po
int
in s
ho
rt,
clea
r
sim
ple
mes
sag
es a
nd
an
nou
nce
men
ts.
I ca
n u
nd
erst
and
th
e es
sen
tial
info
rmat
ion
in
sh
ort
rec
ord
ed p
assa
ges
dea
lin
g w
ith
pre
dic
tab
le e
ver
yd
ay
mat
ters
wh
ich
are
sp
ok
en s
low
ly a
nd
clea
rly
.
I ca
n i
den
tify
th
e m
ain
po
int
of
TV
new
s
item
s re
po
rtin
g e
ven
ts,
acci
den
ts e
tc.
wh
en t
he
vis
ual
su
pp
ort
s th
e
com
men
tary
.
Understand numbers, times, dates and prices in a variety of contexts (File 1A)
Understand the gist and specific information in a
monologue about relationships (File 1B)
Understand the gist and specific information in a
description/discussion of a famous painting (File 1C)
Understand the gist and specific details in a popular
song (File 1C)
Understand the gist and specific information in a radio
quiz programmeme about words (File 1D)
Understand a short oral summary of the development of
a relationship (File 1PE/W/RC)
Understand the gist and specific information in a
conversation at an immigration desk (File 1PE/W/RC)
Understand the gist and specific information in a simple
social conversation (greeting someone after a journey)
(File 1PE/W/RC)
British Institute Seville – CEFR mapping – Can do statements by skill A2 – New English File Pre-Intermediate
©Eaquals 06/08/2014 51
Core Inventory: Aim
Document the core of English/French
taught at CEFR levels A1 to C1
• Functions and notions
• Discourse markers
• Grammar
• Lexis
• Socio-cultural (French only)
Core Inventory: Outcome
• Map of language problems across levels
• Map of text types across levels
• Core language points
• Exponents
• Prototype Scenarios
Scenarios
• Starting from real world needs
• Fitting everything together, putting everything in context
• Going from theoretical to practical and vice-versa
• Summarising what language, strategies and enabling skills are needed for a task
Eaquals CEFR Resources
Levels
• Descriptors – including “plus levels”: (as levels, as scales, as checklists)
• EAQUALS/ALTE electronic European Language Portfolio www.eelp.org
• DVDs of video samples, with documentation www.ciep.fr/en/publi_evalcert
Course Planning
• Curriculum guide
• Curriculum “Can Do” Case Studies
• Core Inventory: English, (French in April 2015)
Assessment & Certification
• CEFR Assessment Tasks (Listening & Reading; English & French):
• CEFR-based teacher assessment procedures
• CEFR Standardisation training packs for assessment of speaking, writing
• CEFR Certification scheme ©Eaquals 2014 60
LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) OVERVIEW B1 DOMAIN CONTEXT TASKS ACTIVITIES TEXTS Personal / Educational
Home Following a simple, factual TV/web documentary Following the commentary, accompanying the visuals
Listening as a member of an audience Watching TV/web video clip
A guided commentary on a place (historic building, resort, town etc.)
LEVEL B1
CAN-DOS*
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
MICROACTIVITIES*
RECOGNISE
useful information
DISTINGUISH
main points from specific details aspects reported as facts from those reported as opinion
UNDERSTAND
an explicitly signalled line of argument main conclusions specific details
TEXT FEATURES*
Long but straightforward text Clear, standard, straightforward, relatively slow Clearly signposted/signalled with explicit markers Familiar topics regularly encountered in a school, work
or leisure context * Content From CEFR scales and/or Swiss EAQUALS-ALTE Portfolio in normal print Elaborated content (e.g. Micro-activities chart) in italics
COMPETENCES
STRATEGIC Recognise the beginning of a significantly new and different part of the text Recognise where difficulty lies (subject/assumed knowledge, linguistic) Use context to deduce probable meaning of unknown words (repetition, visuals, gesture, what comes next) Use the beginning of a significantly new and different part of the text to intensify effort
PRAGMATIC Functional Discourse
Describing places Describing events Describing feelings, emotions, attitude Linkers: sequential – past time Connecting words expressing cause and effect, contrast etc. (e.g. on the other hand; however; despite) Summarising
LINGUISTIC Grammatical Lexical
Phonological
Past time: Simple past, past continuous, used to, past perfect Passive (past) Reporting structures 3rd conditional / mixed conditionals Must/can’t/might have Intensifiers Comparatives / Superlatives Adjectives for places and people Time phrases (e.g. In the last century ; 50 years ago) Verbs describing construction, development (e.g. plan, construct, rebuild, renovate, demolish)
Emphasis in sentence stress
LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) IMPLEMENTATION B1
TASK 1
GENERAL DESCRIPTION Follow short introduction to a TV guided commentary on Hampton Court, answering 5 True / False / Not Stated questions while
listening
SOURCES “The Tudors: Behind Hampton Court”: http://www.youtube.com/watch?v=mX7ABmAlcAE Natalie Dormer of The Tudors celebrates the 500th anniversary of Henry 8's coronation by touring the Hampton Court palace Other possibilities might be: Simon Schama going round Versailles; extract from travel programme, tourist promotion)
AUTHENTICITY Authentic
LENGTH Ca. 7-10 minutes
TEXT FEATURES
VISUAL SUPPORT Yes – commentary should match unfolding film
ITEM TYPE / NUMBER Introduction: True / False / Not stated: (5 questions)
TASK RUBRIC
Follow this introduction to a TV guided commentary on a historic place of interest “Hampton Court Palace,” near London and answer the 5 questions. Mark “T” if the statement is True, “F” if it is false and “NS” if the information is Not Stated in the commentary.
TIME While playing
MARK SCHEME 5 x 1 mark = 5 marks
TASK 2
GENERAL DESCRIPTION Match 10 things that are mentioned (avoiding 3 distractors) to the parts of the palace they relate to.
ITEM TYPE / NUMBER Matching: Match things mentioned in the commentary to the part of Hampton Court concerned (3 extra distractors).
TASK RUBRIC Follow main body of the guided commentary. While you are listening match the 10 things in the list to the parts of the palace they relate to. Put a cross in the correct box for each point on the list. Note: 3 of the points on the list are not mentioned.
TIME While playing
MARK SCHEME 10 x 0.5 marks = 5 marks
TASK 3
GENERAL DESCRIPTION Answer 5 open questions which are read before listening to the recording a second time.
ITEM TYPE / NUMBER Open questions: 5
TASK RUBRIC After listening, answer the following 5 questions with information from the commentary.
TIME 10 minutes
MARK SCHEME 5 x 2 marks = 10 marks. 2: complete answer; 1: partial answer. Grammar and spelling not penalised.
LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT)
TASK 1
GENERAL DESCRIPTION Follow short introduction to a TV guided commentary on Hampton Court, answering 5 True / False / Not Stated questions while listening
SOURCES
“The Tudors: Behind Hampton Court”: http://www.youtube.com/watch?v=mX7ABmAlcAE Natalie Dormer of The Tudors celebrates the 500th anniversary of Henry 8's coronation by touring the Hampton Court palace Other possibilities might be: Simon Schama going round Versailles; extract from travel programme, tourist promotion)
Authentic
Ca. 7-10 minutes
TEXT FEATURES
Yes – commentary should match unfolding film
ITEM TYPE / NUMBER Introduction: True / False / Not stated: (5 questions)
TASK RUBRIC
Follow this introduction to a TV guided commentary on a historic place of interest “Hampton Court Palace,” near London and answer the 5 questions. Mark “T” if the statement is True, “F” if it is false and “NS” if the information is Not Stated in the commentary.
TIME While playing
MARK SCHEME 5 x 1 mark = 5 marks
LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT)
TASK 2
GENERAL DESCRIPTION Match 10 things that are mentioned (avoiding 3 distractors) to the parts of the palace they relate to.
ITEM TYPE / NUMBER Matching: Match things mentioned in the commentary to the part of Hampton Court concerned (3 extra distractors).
TASK RUBRIC Follow main body of the guided commentary. While you are listening match the 10 things in the list to the parts of the palace they relate to. Put a cross in the correct box for each point on the list. Note: 3 of the points on the list are not mentioned.
TIME While playing
MARK SCHEME 10 x 0.5 marks = 5 marks
Questions
Section A: 1. Henry VIII, King of England, died 500 years ago. F 2. Henry VIII was one of the richest kings in Europe. NS 3. Henry bought Hampton Court from Cardinal Wolsey. F 4. Hampton Court was one of the most luxurious and modern palaces of its time. T 5. Henry had other palaces too, all connected by the river. T Section B: Matching
Th
e G
rea
t K
itch
en
Th
e G
rea
t H
all
Th
e C
ou
ncil
Ch
am
be
r
Th
e H
au
nte
d
Ga
lle
ry
Th
e G
ard
en
s
The most magnificent room in the palace
A Collection of gold
Animals representing the different queens’ personal symbols
A picture of the Pope
Very big fireplaces
Theatre and drama
Discussion of state business
Tapestries with gold thread
A ghost (of Catherine Howard)
Windows that make coloured light
Weapons
Entertainment
Court ceremonies
Assessment ideas– B1
CEFR Descriptor Micro-activities Text features Task features Item types Example
B1 I can generally follow the main points of extended discussion around me, provided speech is clearly articulated in standard dialect.
Understand main/most important information
Understand main conclusions
Series of 3-4 extracts Perhaps from same TV talk
show Clear, standard, straight-
forward, relatively slow Extremely short (c 1 min)
Hear once only (in test)
One item per extract
No tricky distracters
True / False / NS Matching (really a
repeated MCQ with 5-6 alternatives)
New MCQ each extract
Identify main point of short conversation extracts
B1 I can listen to a short narrative and form hypotheses about what will happen next.
Follow, though not necessarily in detail
Understand an explicitly signalled line of narrative / argument
Distinguish main point / relevant facts and inform-ation from specific details – not central to story line
Narrative in linear order Chain of events –
consequences Clear, standard,
straightforward, relatively
slow
Hear once only Guess what comes
next - recording stops at question point
Answer to each question on separate paper, handed in
Series of MCQ – only one alternative makes sense
Follow a narrative and answer 5 MCQs to predict what comes next when the audio text stops
B1 I can understand the main points of radio news bulletins and sim-pler recorded material on topics of personal interest delivered relatively slowly and clearly.
Understand an explicitly signalled line of narrative / argument
Understand main/most important information
Topics in field of general personal interest
Clear, standard, straightforward, relatively slow
Hear once only Straight forward
transfer of info, in order of text
T /F / NS Matching Information
transfer to table Open questions
Follow radio news and answer questions / complete table about 4 or 5 of the stories (Total c 10 questions)
B1 I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear.
Follow, though not necessarily in detail
Understand an explicitly signalled line of narrative / argument
Understand main/most important information
Distinguish conclusion from preceding detail
Familiar topics regularly encountered in a school, work or leisure context
TV programmes: (interviews) short lectures, news reports
Clear, standard, straightforward, relatively slow
Could hear twice/three times
Identifying main information
Identifying when conclusion is starting
Catching main conclusion
Information transfer to table
Open ended questions
Follow a simple, factual TV/web documentary (c 5-10 mins), understand the main points and complete the table / answer open questions
B1 I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and
clearly structured.
Distinguish main points from specific details
Understand an explicitly signalled line of narrative / argument
Understand specific details
TV programme with short report/guide and interview(s)
Familiar topics regularly encountered in a school, work or leisure context
Clear, standard, straightforward, relatively
slow
Could hear twice/three times
Recognising sections (relevant to topics of questions)
Identifying essential
information
T / F / NS Matching Information
transfer (table or diagram)
Open ended questions
Follow a TV guided commentary on a place (e.g. Tour of Hampton Court, Versailles; extract from travel programme / tourism promotion)
B1+ I can understand a large part of many TV programmes on topics of personal interest such as interviews, short lectures, and news reports when the delivery is relatively slow and clear.
Understand main/most important information
Understand main conclusions
Daytime / local TV news – perhaps a studio audience
Factual interview Straightforward factual
interview questions Descrip.s of events / plans Descrip.s of feelings,
wishes
Identifying adv.s / disadv.s of a plan
Identifying consequences
Identifying the opinions of the main speakers (for / against: why?)
T / F / NS Information
transfer (table) Open ended
questions
Listen to a straightforward, factual interview from a current affairs TV magazine programme (or local news) and understand both main points and specific details
CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Familiar
topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recognise
sections (relevant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Clearly structured
Familiar topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recog-
nise sections (relev-ant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Clearly structured
Familiar topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recog-
nise sections (relev-ant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
Developing scenarios
1. Start with descriptors
2. Brain-storm ideas for example activities – right hand column
3. Select Micro-activities from selected descriptor(s) & micro-activities chart
4. Select text features from selected descriptors & CEFR Salient features chart
5. What would the learners need to do? Task features
6. What item types might be suitable for that? Item types
Eaquals CEFR Resources
Levels
• Descriptors – including “plus levels”: (as levels, as scales, as checklists)
• EAQUALS/ALTE electronic European Language Portfolio www.eelp.org
• DVDs of video samples, with documentation www.ciep.fr/en/publi_evalcert
Course Planning
• Curriculum guide
• Curriculum “Can Do” Case Studies
• Core Inventory: English, (French in April 2015)
Assessment & Certification
• CEFR Assessment Tasks (Listening & Reading; English & French):
• CEFR-based teacher assessment procedures
• CEFR Standardisation training packs for assessment of speaking, writing
• CEFR Certification scheme ©Eaquals 2014 71
Assessing Speaking
Elicitation: Activities appropriate to an action-oriented
curriculum
• Select the communicative activities – e.g. types of speaking
activities
• Design tasks
Judgement: Qualitative criteria
• Consult CEFR Table 3 & descriptors
• Create marking grids
CEFR Table 3
RANGE ACCURACY FLUENCY INTERACTION COHERENCE
C2 Shows great flexibility reformulating
ideas in differing linguistic forms to
convey finer shades of meaning
precisely, to give emphasis, to
differentiate and to eliminate
ambiguity. Also has a good
command of idiomatic expressions
and colloquialisms.
Maintains consistent grammatical
control of complex language, even
while attention is otherwise engaged
(e.g. in forward planning, in
monitoring others' reactions).
Can express him/herself
spontaneously at length with a
natural colloquial flow, avoiding or
backtracking around any difficulty so
smoothly that the interlocutor is
hardly aware of it.
Can interact with ease and skill,
picking up and using non-verbal and
intonational cues apparently
effortlessly. Can interweave his/her
contribution into the joint discourse
with fully natural turntaking,
referencing, allusion making etc.
Can create coherent and cohesive
discourse making full and appropriate
use of a variety of organisational
patterns and a wide range of
connectors and other cohesive
devices.
C1 Has a good command of a broad
range of language allowing him/her
to select a formulation to express
him/ herself clearly in an
appropriate style on a wide range
of general, academic, professional
or leisure topics without having to
restrict what he/she wants to say.
Consistently maintains a high degree
of grammatical accuracy; errors are
rare, difficult to spot and generally
corrected when they do occur.
Can express him/herself fluently and
spontaneously, almost effortlessly.
Only a conceptually difficult subject
can hinder a natural, smooth flow of
language.
Can select a suitable phrase from a
readily available range of discourse
functions to preface his remarks in
order to get or to keep the floor and
to relate his/her own contributions
skilfully to those of other speakers.
Can produce clear, smoothly flowing,
well-structured speech, showing
controlled use of organisational
patterns, connectors and cohesive
devices.
B2+
B2 Has a sufficient range of language
to be able to give clear
descriptions, express viewpoints on
most general topics, without much
conspicuous searching for words,
using some complex sentence
forms to do so.
Shows a relatively high degree of
grammatical control. Does not make
errors which cause misun-
derstanding, and can correct most of
his/her mistakes.
Can produce stretches of language
with a fairly even tempo; although
he/she can be hesitant as he or she
searches for patterns and
expressions, there are few noticeably
long pauses.
Can initiate discourse, take his/her
turn when appropriate and end
conversation when he/she needs to,
though he/she may not always do
this elegantly. Can help the
discussion along on familiar ground
confirming comprehension, inviting
others in, etc.
Can use a limited number of
cohesive devices to link his/her
utterances into clear, coherent
discourse, though there may be
some "jumpiness" in a long con-
tribution.
B1+
B1 Has enough language to get by,
with sufficient vocabulary to
express him/herself with some
hesitation and circumlocutions on
topics such as family, hobbies and
interests, work, travel, and current
events.
Uses reasonably accurately a
repertoire of frequently used
"routines" and patterns associated
with more predictable situations.
Can keep going comprehensibly,
even though pausing for grammatical
and lexical planning and repair is
very evident, especially in longer
stretches of free production.
Can initiate, maintain and close
simple face-to-face conversation on
topics that are familiar or of personal
interest. Can repeat back part of what
someone has said to confirm mutual
understanding.
Can link a series of shorter, discrete
simple elements into a connected,
linear sequence of points.
CEFR Table 3 - reduced RANGE ACCURACY FLUENCY
B2+
5
•clear descriptions, views
•not much sign of having to
restrict what wants to say
•variety of linking words used
efficiently to mark clearly the
relationships between ideas
•good grammatical control
•occasional rare "slips" often
corrected
•communicate spontaneously
•often remarkable ease of
expression in longer stretches
•use circumlocution and
paraphrase to cover gaps
4
B2
3
•Clear, coherent descriptions
and views
•little searching for words
•some complex sentence
forms
But: limited variation
•no errors causing
misunderstanding,
•correct most of his/her
mistakes
But: mistakes and wrong
vocab do often occur:
•stretches of language with
fairly even tempo
•few noticeably long pauses_
But: can be hesitant searching
for expressions
may be "jumpiness" in long
contribution.
2
B1+ 1
• express main points
• express own thoughts
• with reasonable precision
•reasonable accuracy
•But: noticeable mother tongue
influences
•able to keep going effectively
without help
•But: some problems resulting
in pauses and "cul-de-sacs"
Criteria at B2?
RANGE
•clear descriptions, views
•little searching for words
•some complex sentence forms
1 2 3 4 5
ACCURACY
•no errors causing misunderstanding,
•correct most of his/her mistakes
1 2 3 4 5
FLUENCY
stretches of language with fairly even tempo
•few noticeably long pauses_
•But: can be hesitant searching for patterns and expressions
1 2 3 4 5
COHERENCE
coherent discourse,
•But: limited variation,
•may be "jumpiness" in long contribution.
1 2 3 4 5
GLOBAL
Overall impression mark
1 2 3 4 5
Standardising interpretation of levels
– Standardisation training with calibrated
examples and common CEFR criteria
– Transfer to local examples (videos, scripts)
Standardisation
Standardising assessment practice
– Assessing the same thing
– Valid judgements, Practicality
Standardisation Training
1. Illustration with documented samples
2.Small group discussion of other documented
samples
3. Individual rating of documented samples
- followed by group discussion – consensus
4. Individual rating of local samples
- followed by group discussion – consensus
Why do Moderation?
Assessment Errors:
• Using own, private concepts and criteria
• Unconscious lead criterion (accuracy / fluency)
• Severity / lenience
• Refusal to give top grade/mark
Training cannot change “hard cases”
Moderation Techniques
• Collectivity (e.g. second assessor)
• Other information (e.g. “anchor test”)
• Quality Control
Moderation removes extremes and makes all aware of
the problem
Common questions
• What is B2? Show me please!
• How can I reorient a curriculum/syllabus to the CEFR?
• What is the core language content for B2?
• What type of texts are suitable for B2?
• What type of tasks are suitable for B2?
• When is a person “B2” anyway?
• How do I distinguish between a performance at B1 or
B1+ and at B2?
• How can we check teachers interpret B2 the same way?
©Eaquals 06/08/2014 80
Agenda
1: Talk: The CEFR, How it helps, What it is
2. Demonstration: Eaquals Resources
3. Groups: Brain-storming, Reporting, Discussion
4. Plenary: Reports & Discussion
©Eaquals 06/08/2014 81
How the CEFR helps
• Real World Orientation RED
• Course Organisation YELLOW
• Communication GREEN
©Eaquals 06/08/2014 82