cefr (common european framework of reference)

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lesson 1. cefr (common european framework of reference) course type: practical semester: viii time: 80 minutes number of students: 14-15 lesson outline 1. warm up (use the psychological picture and discuss with students) 10 min 2. activity 1. check up the students’ knowledge of previous material. 15 min 3. activity 2. description 25 min 4. activity 3. working with worksheets. 20 min 5. activity 4. analyzing. 15 min assessing and giving home task. 5 min objectives: to make students confident and present topic in class; to develop the thinking and reasoning power of the student; · to develop scientific awareness among the students about cefr (common european framework of reference). preparation (aids and equipment) 1. spratt, m (1994) english for the teacher, cambridge university press, isbn 0 521 42676 6 spratt. m, pulverness, a, williams, m. (2005) the tkt course, cambridge university press, isbn 978 0 521 60992 0 2. …

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ral format. it is a useful reference document for school directors, syllabus designers, teachers, teacher trainers and proficient learners. the cefr has three broad bands – a, b and c. very loosely, you can see these as similar to beginner, intermediate and advanced – though the cefr levels are more precise than these terms (and calls them basic, independent, and proficient). each of those bands is divided into two, giving us six main levels. why do we need the cefr? even among teachers of the same language in similar contexts there can be a lot of variety in what is meant by terms like ‘beginner’, ‘intermediate’ or ‘advanced’. this variability increases significantly across different languages, in different countries, with different age ranges of learners, etc. the cefr makes it easier for all of us to tathe cefr is used for many different practical purposes: progressing through the cefr levels the …

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lps teachers get a better idea of how to break down the learning for each cefr level into different classes within their school or college. as well as these common reference levels, the cefr provides a ‘descriptive scheme’ of definitions, categories and examples that language professionals can use to better understand and communicate their aims and objectives. the examples given are called ‘illustrative descriptors’ and these are presented as a series of scales with can do statements from levels a1 to c2. these scales can be used as a tool for comparing levels of ability amongst learners of foreign languages and also offer ‘a means to map the progress’ of learners. the scales in the cefr are not exhaustive. they cannot cover every possible context of language use and do not attempt to do so. whilst they have been empirically validated, some of them still have significant gaps, e.g. at …

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ave been mapped against the actual linguistic material (i.e. grammar, words) needed to implement the stated competences. reference level descriptions are already available for several languages (see appendix a). 5 section 1: overview a brief history of the cefr the cefr is the result of developments in language education that date back to the 1970s and beyond, and its publication in 2001 was the direct outcome of several discussions, meetings and consultation processes which had taken place over the previous 10 years. the development of the cefr coincided with fundamental changes in language teaching, with the move away from the grammar-translation method to the functional/notional approach and the communicative approach. the cefr reflects these later approaches. the cefr is also the result of a need for a common international framework for language learning which would facilitate co-operation among educational institutions in different countries, particularly within europe. it was also hoped …

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start inthe1960sand include a european unit/credit scheme for adult education. it is in the context of this project that the concept of a ‘threshold’ level first arises • publication of the threshold level (now level b1 of the cefr and the waystage level activity 3. match the definition according to listening tasks. beginner a1 listening practice to help you understand common vocabulary and expressions in short, clear dialogues. situations include simple explanations, introductions, messages and announcements. intermediate b1 listening practice to help you understand the main points of clear, standard speech about everyday or job-related topics. situations include phone calls, meetings and interviews pre-intermediate a2 listening practice to help you understand familiar words and basic phrases when people speak slowly and clearly. situations include meeting people, shopping and conversations at work. upper intermediate b2 listening practice to help you understand extended speech about abstract, complex or unfamiliar topics. situations include …

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lesson 1. cefr (common european framework of reference) course type: practical semester: viii time: 80 minutes number of students: 14-15 lesson outline 1. warm up (use the psychological picture and discuss with students) 10 min 2. activity 1. check up the students’ knowledge of previous material. 15 min 3. activity 2. description 25 min 4. activity 3. working with worksheets. 20 min 5. activity 4. analyzing. 15 min assessing and giving home task. 5 min objectives: to make students confident and present topic in class; to develop the thinking and reasoning power of the student; · to develop scientific awareness among the students about cefr (common european framework of reference). preparation (aids and equipment) 1. spratt, m (1994) english for …

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