What are can-do

statements, why do we

want to use them, and

how do we do it?

What are can do

statements?

• Things that a student (I) can do in

English

• “I can understand short conversations

about familiar topics (e.g. hobbies,

sports, club activities), provided they are

delivered in slow and clear speech.• ”

I can understand short

conversations about

familiar topics (e.g.

hobbies, sports, club

activities), provided they

are delivered in slow and

clear speech.

趣味やスホーツ、部活動なとの身近なトヒックに関する短い話を、ゆっくりはっきりと話されれは、理解することかてきる。

CEFR-J Listening

A1.2

An example of a short conversation about a

familiar topic(Graham-Marr, Alastair. (2013). Communication Spotlight, High Beginner

Tokyo: ABAX)

Can-do statements are

learning objectives that

are:

clear

easily understandable

achievable

CEFR

Common European Framework

of Reference

Levels

A1 A2 B1 B2 C1 C2

Proficient

User

C2Can understand with ease virtually everything heard or read.

Can summarise information from different spoken and written sources, reconstructing arguments

and accounts in a coherent presentation.

Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of

meaning even in more complex situations.

C1Can understand a wide range of demanding, longer texts, and recognise implicit meaning.

Can express him/herself fluently and spontaneously without much obvious searching for

expressions.

Can use language flexibly 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 cohesive devices.

Intermediate

User

B2Can 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 language is spoken. Can produce simple connected text on topics, which are

familiar, or of personal interest. Can describe experiences and events, dreams, hopes &

ambitions and briefly give reasons and explanations for opinions and plans.

B1Can understand the main points of clear standard input on familiar matters (school, work etc).

Can deal with most situations likely to arise whilst travelling

Can produce simple connected text on topics, which are familiar, or of personal interest.

Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and

explanations for opinions and plans.

Basic User

A2Can understand sentences and frequently used expressions related to areas of most immediate

relevance (e.g. very basic personal and family information, shopping, work).

Can communicate in simple an routine tasks requiring a simple and direct exchange of

information.

Can describe in simple terms aspects of his/her background, immediate environment and matters

in areas of immediate need.

A1Can understand and use familiar everyday expressions and very basic phrases

Can introduce him/herself and others

Can ask and answer questions about personal details such as where he/she lives, people he/she

knows and things he/she has

(provided the other person talks slowly and clearly and is prepared to help)

Basic User

A2 Can understand sentences and frequently used

expressions related to areas of most

immediate relevance (e.g. very basic personal and

family information, shopping, work).

Can communicate in simple and routine tasks

requiring a simple and direct exchange of

information.

Can describe in simple terms aspects of his/her

background, immediate environment and matters in areas

of immediate need.

A1 Can understand and use familiar everyday

expressions and very basic phrases

Can introduce him/herself and others

Can ask and answer questions about personal detailssuch as where he/she lives, people he/she knows and

things he/she has

(provided the other person talks slowly and

clearly and is prepared to help)

Intermediate

User

B1 Can understand the main points of clear

standard input on familiar matters (school, work

etc).

Can deal with most situations likely to arise whilst

travelling

Can produce simple connected text on topics which

are familiar, or of personal interest.

Can describe experiences and events,

dreams, hopes & ambitions and briefly give

reasons and explanations for opinions and plans.

Why do we want to use can-

do statements for course

objectives?

Why don’t we just use

TOEIC?

TOEIC students need• time (at least 4 times a week every year)

180hrs p.a. = 360 hrs/ 2yrs, 720 hrs/4

yrs

• energy - they have to be willing to

work hard, to talk, read, write, to

make mistakes

• motivation - from inside themselves,

and from outside - we have to

push them

Other students need

• intensive exposure (4 times a week for

one year instead of 2 times for two

years - 180 hrs)

• to lose their fear of English

• to have achievable and meaningful

goals

TOEIC objectives are appropriate for

higher level students and those who

are motivated to achieve a useful

TOEIC score (600 ++)

Most students will see little increase in

TOEIC scores, but can see

improvement through can-do

statements

What do we need to

do?the teachers need to ....

• agree to achievable and meaningful

goals - teach to ‘can-do’ standards (the

European framework - Japan)

• choose textbooks that address these

standards

• trial can-do statements

• produce or collect materials

• recommend (or require?) textbooks

• support teachers in standardising

assessment

• get rid of distinction between Japanese

and non-Japanese teacher roles

the Language Centre needs to ....

Opinions please

• can-do statements

• support from Language Centre

• required texts or recommended texts?