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Copy of CEFR

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Alena Ksianevich

on 20 November 2015

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Transcript of Copy of CEFR

5Ws
What?
When?
Who?
Where?
Why?
hoW?
Common Reference Levels
Independent User
B1 Threshold
Intermediate
B2 Vantage
UI
Шкала CEFR
Global Scale
Self-Assessment Grid
Шкалы дескрипторов CEFR




Competences Strategies Task



Communicative language competences
Linguistic
Sociolinguistic
Pragmatic
Common European Framework of Reference For Languages: Learning, Teaching, Assessment
Общеевропейские компетенции владения иностранным языком, обучение, преподавание и оценка

Ноябрь 2011
John Trim
(1924 - 2013)
Директор проектов Современных языков Совета Европы (1971-1997)
DROP the 'E'
39 языков:
арабский, албанский, армянский, баскский, болгарский, каталонский, китайский, хорватский, чешский, датский, голандский, английский, эсперанто, эстонский, финский, французский, фриульский, галисийский, грузинский, немецкий, греческий, венгерский, итальянский, японский, корейский, литовский, македонский, молдовский, норвежский, польский, португальский, русский, сербский, словацкий, словенский, испанский, шведский, турецкий, украинский.
Общий метод оценки и обучения
context-free
user-friendly
User-oriented
Constructor-oriented
Assessor-oriented
comprehensive
transparent
coherent

open
user-friendly

CAN DO statements

Language activities:
Reception
Production
Interaction
Mediation
Communicative language competencies:
linguistic
sociolinguistic
pragmatic
Action-Oriented Approach:







Domains:
public
personal
educational
occupational
Sociolinguistic Appropriateness
politeness conventions
register differences
folk-wisdom
dialect and accent

General range
Vocabulary range
Grammatical accuracy
Vocabulary control
Phonological control
Orthographic control
Range:
Control:
Functional Competence
Discourse Competence
ЗРИМ В CEFR
Юлия Ветрова
Streamline Language School
28 августа 2013
of
CEFR
Может понимать и говорить, используя знакомые выражения и очень простые фразы для решения конкретных задач в ситуациях повседневного общения; умеет представить себя и других; умеет задавать вопросы личного характера, например, о том, где живет собеседник, о людях, которых он знает, о том, что у него имеется. Может принимать участие в простых диалогах, если собеседник говорит медленно и четко и готов помочь.
Я понимаю знакомые имена, слова, а также очень простые предложения в объявлениях, плакатах или каталогах
I CAN DO statements
Understanding, Speaking, Writing

Communicative Activities
Communicative Strategies
Communicative Language competences

A1 Can establish basic social contact by using the simplest everyday polite forms of greetings and farewells, introductions, goodbyes
A1 Can spell his/her name, address and other personal details
C2 Can express him/herself at length with a natural, effortless, unhesitating flow. Pauses only to reflect on
precisely the right words to express his/her thoughts or to find an appropriate example or explanation.
Identifying cues and inferring

Taking the floor (turntaking)
Co-operating
Asking for clarification

Planning
Compensating
Monitoring and repair
C2
C1
B2
B1
A2
A1
COMMUNICATIVE ACTIVITIES
Correspondence

Understanding interaction between native speakers


Addressing audience

Obtaining goods and services
Interviewing & being interviewed
Reception
Interaction
Production
CEFR in the CLASSROOM
1. За сколько лет можно выучить язык?


a mountain
an inverted pyramid
a linguistic plateau


2. Я закончил PI, я могу в следующем году пойти на подготовку к IELTS?

3. "Учу уже лет 100, а все равно ничего не знаю!"
3.1. "Не чувствую прогресса."
3.2. "A что, мы это учили, да?"

3.3. Мой PI совсем не PI.

a road map
checklist
CAN DO statements


multi-purpose
non-dogmatic
CAN DO STATEMENTS -SPEAKING A2
A. I can participate in
short conversations in
routine contexts on topics
of interest.
D. I can get simple practical information (shops, post offices, railway station) and order sth to eat or drink


A2 SPOKEN INTERACTION

I can handle short social exchanges and make myself understood if people help me
I can participate in short conversations in routine contexts on topics of interest
I can make and respond to invitations, suggestions, apologies and requests for permission
I can say what I like or dislike, and agree or disagree
I can express what I feel in simple terms, and express thanks appropriately
I can can discuss what to do and where to go, make arrangements(e.g. in the evening, at the weekend)
I can ask and answer simple questions about familiar topics (e.g., weather, hobbies, social life, music, sport)
I can ask and answer simple questions about things that have happened (e.g., yesterday, last week, last year)
I can handle simple telephone calls (e.g., say who is calling, ask to speak to someone, give my number, give or take take a
simple message)
I can make simple transactions (e.g., in shops, post offices, railway stations) and order something to eat or drink
I can get simple practical information (e.g., asking for directions, booking accommodation, going to the doctor)
C. I can discuss what to do and where to go, make arrangements(e.g. in the evening, at the weekend)
B. I can express what I feel in simple terms and express thanks appropriately
CAN DO STATEMENTS
Give out calendars, do a group mingle.
SS plan the social life for the next week,
by arranging to do things with at least 5 students
With a partner talk about your everyday life. Name two things that make you happy and two things that make you sad

Give out calendars. Students mingle and plan their social life for the next week, by arranging to do things with at least 5 other students.
CAN DO statements
linguistic plateau
a road map
awareness
common ground

докрученное задание

эффективность

чувство удовлетворенности
и достижения
четкая цель
чувство прогресса
слабые и сильные стороны
практическая направленность
мотивация
мониторинг и контроль
независимо от языка и места обучения;


прозрачность в языковом обучении;

realistic learning targets

C2
C1
B2
B1
A2
A1
Self-Assessment Grid
Communication strategies
demand high
‘общая основа для разработки
учебных планов, учебных программ , экзаменов,
учебников и т.д. по всей Европе’
1. Adapt the CEFR to fit your context.
2. Focus on the outcomes of learning.
3. Focus on purposeful communication.
4. Focus on the development of good language learning skills.

demand high
KWL in CEF
Reception Interaction Production
Illustrative Scales
reflexion

self-assessment
содействовать сотрудничеству между учебными заведениями в разных странах;
Global Scale
Self-Assessment Grid
автономность
общий язык
desingning activities
Full transcript