rlt 00 aa elementary cefr m1

8/13/2019 Rlt 00 Aa Elementary CEFR M1

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Elementary CEFR Guide

English

1English ResultElementaryCEFR GuideOxford University Press PHOTOCOPIABLE

Introduction

What is this guide for?

This guide is designed to help teachers cross reference the communicative activitiesand tasks in English Resultwith those described in the Common EuropeanFramework of Reference for Languages: Learning, teaching and assessment(CEFR),(Council of Europe, . Cambridge University Press). It aims to enable teachers tosee where an English Resultcourse provides students with opportunities to rehearsedifferent real-world activities and tasks which help them progress from one CEFRlevel to another in a particular skill.

The information in this guide, in conjunction with the information in the contents

pages of the coursebook (language functions, grammar, vocabulary and text types),provides a fuller profile of English Result Elementary in relation to the CEFRcommunicative activities and tasks for you to consider in relation to the needs ofyour students.

How is it organised?

The guide is organised by English ResultStudents Book level (Elementary,Pre-intermediate, Intermediate, Upper-intermediate) and then by units andlessons within each Students Book. Each Students Book level contains five tablesfor the skills and relevant communicative activities described in the CEFR. In thisguide, the skills are presented in the following order: Listening, Reading, Spokeninteraction, Spoken production and Writing (interaction and production).

Each table sub-divides a communicative language activity into the tasks which arecommon to both an English ResultStudents level and the CEFR (see pages ).For example, in the Listening table for English Result Elementary, exercises inwhich students have the opportunity to practice Overall listening comprehensionand Listening to audio media and recordings are listed. The CEFR page referencesfor the scales which describe the different communication tasks are given in thecorresponding column headings.

Each table gives the page number of the lesson, and the exercise number of theclassroom activity in English Result Elementary. In cases where a particular lesson

does not provide students with the opportunity to practice the activity or task inthe table, the lesson does not appear.


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English Result and the Common Reference Levels

The Common Reference Levels are scales which describe what users of the languagecan do in different communicative activities and tasks, rather than the difficultylevel of classroom activities. The six levels (A, A, B, B, C and C) are often sub-divided. For example, the Overall Listening Comprehension scale describes whatlearners can do at A, A, A+, B, B+, B, B+, C and C.

English Result Elementary is designed to take a student from false-beginner level to

A+ on the Common European Framework of Reference scale.Although the Common Reference Levels dont assign difficulty levels to classroomactivities, they are very useful for orientation purposes. In this guide, level-appropriate CEFR descriptors for the communicative activity are given before eachtable. For example, before the English Result Elementary table for Listening, theCEFR descriptors for A, A and A+ are given. Users of the guide can see how theactivity matches what a user of the language can do in relation to a particular CEFRlevel and skill.


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Communicative language activity: Listening

The table in this section shows where students engage in communicative listening tasks as they workwith the audio recordings for English Result Elementary. The scale which describes a students overalllistening ability on p. of the CEFR, states that a user of the language:

Can follow speech which is very slow and carefully articulated, with long pauses for him or her toassimilate meaning. (A)

Can understand phrases and expressions related to areas of most immediate priority (e.g. very basicpersonal and family information, shopping, local geography, employment) provided speech is clearly andslowly articulated. (A)

Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowlyarticulated. (A+)

In the table below, Overall listening comprehension has been divided into two sections: tasks based onrecorded natural conversations and those based on recorded monologues. Audio media and recordingsrefers to recorded broadcast materials such as adverts, radio interviews, news, scripted sketches,

quizzes, announcements and instructions. Classroom exercises which primarily focus on elements ofpronunciation, for example, Listen and say A or B, or Listen and repeathave not been included.

Unit and lesson how tofocus Page Overall listeningcomprehension(CEFR p. )Recordedconversations

Overall listeningcomprehension(CEFR p. )Recordedmonologues

Listening to audiomedia and recordings(CEFR p. )

Personal identification

A Say hello exercise exercise

B Say phone numbers and email addresses exercise exercise

C Give your name and address exercise

D Start a conversation exercise exercise

E Writing: Personal information exercise

Personal relations

A Things in the classroom exercise exercise

B Introduce your family exercise

D Talk about the time exercise exercise

Countries and places

A Ask for information exercise exercise

B Talk about countries exercise

C Talk about where you are in town exercise exercise

D Talk about language skills exercise exercise

exercise

Everyday life

A Respond to news exercise exercise

B Say dates exercise

C Describe habits exercise exercise

D Describe a typical day exercise

exercise

exercise


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Relations with others

B Describe people and objects exercise exercise

C Ask for things in shops exercise exercise

D Ask about peoples interests exercise exercise

Food and drink

A Ask about prices exercise exercise exercise

B Order food in a caf exercise exercise

C Talk about food exercise exercise

D Offer things exercise exercise

Leisure and entertainment

A Talk about free-time activities exercise

B Talk about the weather exercise exercise exercise exercise

D Talk about likes and dislikes exercise exercise exercise

Going out

B Say what to wear exercise exercise

C Say whats happening exercise exercise exercise

D Describe actions exercise

Places, transport, and travel

A Ask for transport information exercise exercise

B Give and follow directions exercise

exercise exercise exercise

C Ask about and describe a holiday exercise exercise

D Tell a story exercise exercise

E Writing: A postcard exercise

Personal histories

B Talk about a career exercise

C Talk about what happened exercise exercise exercise

D Talk about life stories exercise exercise exercise

House, home, and environment

A Make suggestions exercise

B Say whats wrong exercise exercise

D Understand opinions exercise exercise

Planning the future

A Make an appointment exercise exercise exercise

B Say how you feel exercise exercise

C Talk about future arrangements exercise exercise

exercise


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The table in this section shows where students engage in communicative reading tasks as they workthrough English Result Elementary. The scale which describes a students overall reading ability onp. of the CEFR, states that a user of the language:

Can understand very short, simple texts a single phrase at a time, picking up familiar names, words andbasic phrases and rereading as required. (A)

Can understand short, simple texts containing the highest frequency vocabulary, including a proportionof shared international vocabulary items. (A)

Can understand short, simple texts on familiar matters of a concrete type which consist of high frequencyeveryday or job-related language. (A+)

In the table below, Overall reading comprehension includes activities based on following text-types:conversations, sketches, puzzles, and quizzes. Read and listen, Underline the adjectives in , and Readthe audio script and check your answershave not been included.

Unit and lesson how tofocus Page Overall readingcomprehension(CEFR p. )

Readingcorrespondence(CEFR p. )

Reading fororientation(CEFR p. )

Reading forinformationand argument(CEFR p. )

Readinginstructions(CEFR p. )


C Give your names and address exercise exercise

D Start a conversation exercise exercise

E Writing: Personal information exercise exercise

Personal relations

A Use English in the classroom exercise

B Introduce your family exercise exercise

C Describe people exercise

D Talk about the time exercise exercise

E Writing: A message ofintroduction

exercise exercise


A Ask for information exercise exercise

exercise

B Talk about countries exercise exercise

D Talk about language skills exercise

E Writing: My country and

languages

exercise exercise

Everyday life

A Respond to news exercise exercise

exercise exercise

B Say dates exercise exercise

exercise exercise

exercise

C Describe habits exercise exercise exercise

D Describe a typical day exercise exercise exercise exercise

E Writing: Everyday life in mycountry

exercise exercise

Communicative language activity: Reading


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A Introduce people exercise exercise exercise exercise exercise

C Ask for things in shops exercise


E Writing: A self-portrait exercise

Food and drinkA Ask about prices exercise exercise

exercise exercise

B Order food in a caf exercise

C Talk about food exercise exercise exercise

D Offer things exercise

E Writing: Food in my country exercise exercise


A Talk about free-time activities exercise exercise

C Describe abilities exercise exercise D Talk about likes and dislikes exercise

E Writing: An average day exercise exercise

Going out

A Invite and reply exercise exercise

C Say whats happening exercise

D Describe actions exercise exercise exercise

E Writing: Moment poems exercise exercise


A Ask for transport information exercise exercise exercise exercise

B Give and follow directions exercise

C Ask about and describe a holiday exercise exercise exercise

D Tell a story exercise

E Writing: A postcard exercise exercise

Personal histories

A Continue a conversation exercise exercise

B Talk about a career exercise exercise exercise

exercise exercise

C Talk about what happened exercise exercise exercise

D Talk about life stories exercise exercise exercise

E Writing: Biodata exercise exercise exercise


A Make suggestions exercise exercise exercise

B Say whats wrong exercise

C Compare things exercise

D Understand opinions exercise exercise

E Writing: Tips for guests exercise exercise


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Planning the future

A Make an appointment exercise exercise exercise

B Say how you feel exercise exercise exercise exercise


exercise

D Talk about intentions exercise

E Writing: Thank-you letters exercise exercise exercise


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The table in this section shows where students engage in different types of conversation as they workthrough the lessons in English Result Elementary. The scale which describes a students overall spokeninteraction ability on p. of the CEFR, states that a user of the language:

Can interact in a simple way but communication is totally dependent on repetition at a slower rateof speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simplestatements in areas of immediate need or on very familiar topics. (A)

Can communicate in simple and routine tasks requiring a simple and direct exchange of information onfamiliar and routine matters to do with work and free time. Can handle very short social exchanges but israrely able to understand enough to keep conversation going of his/her own accord. (A)

Can interact with reasonable ease in structured situations and short conversations, provided the otherperson helps if necessary. Can manage simple, routine exchanges without undue effort; can ask and answerquestions and exchange ideas and information on familiar topics in predictable everyday situations. (A+)

In the table below,Listen, repeat, and copy the stress, Read the conversation with a partner, and whole class

brainstorm activities have not been included.

Unit and lesson how tofocus Page Conversation(CEFR p. )

Informaldiscussion(with friends)(CEFR p. )

Goal-orientedco-operation(CEFR p. )

Transactions toobtain goodsand services(CEFR p. )

Informationexchange(CEFR p. )


A Say hello exercise exercise

B Say phone numbers and emailaddresses


C Give your names and address exercise

exercise D Start a conversation exercise


Personal relations

A Use English in the classroom exercise

B Introduce your family exercise exercise


D Talk about the time exercise


A Ask for information exercise

D Talk about language skills exercise Everyday life

A Respond to news exercise

B Say dates exercise exercise

C Describe habits exercise exercise



A Introduce people exercise

C Ask for things in shops exercise exercise


exercise

Communicative language activity: Spoken interaction


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Food and drink

A Ask about prices exercise

B Order food in a caf exercise

C Talk about food exercise

D Offer things exercise exercise


A Talk about free-time activities exercise

exercise exercise

B Talk about the weather exercise exercise

C Describe abilities exercise exercise

D Talk about likes and dislikes exercise

Going out

A Invite and reply exercise exercise

B Say what to wear exercise

C Say whats happening exercise

D Describe actions exercise Places, transport, and travel

A Ask for transport information exercise exercise

B Give and follow directions exercise exercise

C Ask about and describe aholiday

exercise

E Writing: A postcard exercise exercise

Personal histories

A Continue a conversation exercise exercise


D Talk about life stories exercise


A Make suggestions exercise exercise

B Say whats wrong exercise

C Compare things exercise exercise

D Understand opinions exercise

Planning the future

A Make an appointment exercise

B Say how you feel exercise exercise


D Talk about intentions exercise exercise


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The table in this section shows where students engage in activities which involve long turns as theywork through English Result Elementary. The scale which describes a students overall oral productionability on p. of the CEFR, states that a user of the language:

Can provide simple mainly isolated phrases about people and places. (A)

Can give a simple description or presentation of people, living or working conditions, daily routines, likes/dislikes, etc. as a short series of simple phrases and sentences linked into a list. (A)

In the table below, Overall oral production includes activities in which students give short descriptionsof things or other people, or tell short stories. Sustained monologue: Describing experience includestelling stories, talking about actions, events, and feelings.

Unit and lesson how tofocus Page Overall oral production (CEFR p. ) Sustained monologue: Describingexperience (CEFR p. )

Personal relations



B Talk about countries exercise

C Talk about where you are in town exercise

E Writing: My country and languages exercise

Everyday life


C Describe habits exercise



B Describe people and objects exercise

exercise D Ask about peoples interests exercise

Food and drink

E Writing: Food in my country exercise


A Talk about free time activities exercise

D Talk about likes and dislikes exercise

E Writing: An average day exercise

Going out

D Describe actions exercise exercise

Places, transport, and travelD Tell a story exercise

exercise exercise

Personal histories

C Talk about what happened exercise

D Talk about life stories exercise


A Make suggestions exercise

Planning the future

B Say how you feel exercise

Communicative language activity: Spoken production


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The table in this section shows where students are involved in different types of writing activities

(either in the context of on-going communication or producing an independent text) as they workthrough English Result Elementary.

Classroom exercises in which students complete gapped texts have not been included in the tablebelow. Similarly, classroom activities in which students work on the writing process (for example,brainstorming and organising ideas, and writing first drafts) have been omitted. In English Result,a complete lesson is devoted to developing the sub-skills needed for students to perform the finalwriting activity.

Written interaction

The scale which describes a students overall written interaction ability on p. of the CEFR, statesthat a user of the language:

Can ask for and pass on personal details in written form. (A)

Can write short, simple formulaic notes relating to matters in areas of immediate need. (A)

Written production

The scale which describes a students overall written production ability on p. of the CEFR, states thata user of the language:

Can write simple isolated phrases and sentences. (A)

Can write a series of simple phrases and sentences linked with simple connectors like and, but andbecause. (A)

Unit and lesson how tofocus Page Correspondence(CEFR p. )

Notes, messages andforms (CEFR p. )

Creative writing(CEFR p. )


B Say phone numbers and emailaddresses

exercise

E Writing: Personal information exercise exercise exercise

Personal relations

E Writing: A message of introduction exercise


E Writing: My country and languages exercise

Everyday life


E Writing: Everyday life in my country exercise


E Writing: A self-portrait exercise

Food and drink

E Writing: Food in my country exercise


E Writing: An average day exercise

Going out

E Writing: Moment poems exercise

Communicative language activities:Writing (interaction and production)


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li h l l id f d i i

A000722


E Writing: A postcard exercise

Personal histories


E Writing: Biodata exercise


E Writing: Tips for guests exercise

Planning the future

E Writing: Thank-you letters exercise

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