curriculum, assessment & the cefr: exploiting eaquals cefr curriculum aids: teaching content and...

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

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How the CEFR helps

• Real World Orientation

• Course Organisation

• Communication

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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).

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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)

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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/

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





Ch6. Language learning and teaching

Ch7. The role of tasks in language learning and teaching

Ch8. Linguistic diversification and the curriculum

Ch9. Assessment

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CEFR





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CEFR





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“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





©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


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





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Communicative

Strategies

General

Linguistic

Vocabulary

Range

Range

Grammatical

AccuracyPhonological

Control

Vocabulary

Control

Orthographic

Control

Control

Linguistic Sociolinguistic Pragmatic

Communicative


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


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





©Eaquals 06/08/2014 24

CEFR Table 1

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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

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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


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







ambiguity. Also has a good command

of idiomatic expressions and

colloquialisms.











hardly aware of it.













devices.


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.









language.











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.





his/her mistakes.






long pauses.








others in, etc.






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.















understanding.




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




©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)

Resources: eELP

© Eaquals 2014 34

Resources: eELP

© Eaquals 2014 36

Resources: eELP

© Eaquals 2014 37

Resources: eELP

© Eaquals 2014 38

Resources: eELP

© Eaquals 2014 39

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


Levels




Course Planning





• CEFR Assessment Tasks (Listening & Reading; English & French)




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)


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)


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


Levels




Course Planning





• CEFR Assessment Tasks (Listening & Reading; English & French):




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.



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



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 specific details

TV programme with short report/guide and interview(s)


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 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



Understand

an explicitly signalled line of narrative / argument

Understand

specific details


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


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



Understand

an explicitly signalled line of narrative / argument

Understand

specific details


Clearly structured


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


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


Levels




Course Planning





• CEFR Assessment Tasks (Listening & Reading; English & French):




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







ambiguity. Also has a good

command of idiomatic expressions

and colloquialisms.











hardly aware of it.













devices.


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.









language.











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.





his/her mistakes.






long pauses.








others in, etc.






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.















understanding.




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

How the CEFR helps

• Real World Orientation RED

• Course Organisation YELLOW

• Communication GREEN

©Eaquals 06/08/2014 82