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Different Student Levels

Different Exams + recap
by

Robert Oliwa

on 8 January 2016

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Transcript of Different Student Levels

+ recap of the topics
Different student levels
Kinds of English learning:
How do we find out about
our students' needs?
Language Levels
General English
CLIL
ESP
Business English
English for Academic Purposes
needs analysis
false/real
BEGINNERS
can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
can introduce yourself and others.
can ask and answer questions about personal details such as where you live, what you do, people you know and things you have.
can ask and give directions.
can order food and drink
can make very basic travel and accommodation arrangements.
can have a basic conversation, provided the other person talks slowly and clearly and is prepared to help.
ELEMENTARY
can understand sentences and frequently used expressions related to areas including basic personal and family information, shopping, local geography and employment.
can communicate in simple and routine tasks, requiring a simple and direct exchange of information on familiar and routine matters
can describe, in simple terms, aspects of your background, immediate environment and matters in areas of immediate need.
can comfortably ‘get by’ when visiting the country, albeit with some difficulty
Pre-Intermediate
Can 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 in simple and routine tasks requiring a simple and direct exchange of information.
Intermediate
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 language is spoken.
can produce simple connected text on topics which are familiar or of personal interest.
can describe experiences and events.
can talk about dreams, hopes and ambitions
can briefly give reasons and explanations for opinions and plans.
could consider working in the country using the language (e.g. bar/counter work, waiting service in cafés or basic office work).
Upper-Intermediate
can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in your field of specialization.
can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible, without strain for either party.
can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue, giving the advantages and disadvantages of various options.
can do business with speakers of the language in most run-of-the-mill situations.
Advanced

can understand a wide range of demanding, longer texts, and recognise implicit meaning.
can express yourself fluently and spontaneously without much obvious searching for expressions.
can use the language flexibly and effectively for social, academic and professional purposes.
can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, logical flow of text, and clear awareness of the audience.
Proficient


can understand with ease virtually everything heard or read.
can summarise information from different spoken and written sources.
can reconstruct arguments and accounts in a coherent presentation.
can express yourself spontaneously, very fluently and precisely.
can differentiate finer shades of meaning, even in the most complex situations.
Common European Framework of Reference for Languages (CEFR)
The CEFR describes language ability on a scale of levels from A1 for beginners up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing (learners, teachers, teacher trainers, etc.) to see the level of different qualifications. It also means that employers and educational institutions can easily compare qualifications and see how they relate to exams they already know in their own country.
Common Reference Levels
Self-assessment grid
Exam Spectrum
Exam Spectrum
CERF po polsku
Europejski System Opisu Kształcenia Językowego
Common European Framework of Reference for Languages (CEFR)

Egzaminy Cambridge są ściśle połączone z Europejskim Systemem Opisu Kształcenia Językowego, który został stworzony pod patronatem Rady Europy. Związek egzaminów Egzaminów Cambridge z CEFR opiera się na długoletnich projektach badawczych.
Wymagane umiejętności wg. CEFR
https://www.google.pl/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CC8QFjAA&url=https%3A%2F%2Fubi2.wit.edu.pl%2F%3Ftable%3D53%26action%3D1014%26f%3D1369&ei=MCZ9UfuiBsao4ASyqIGwDw&usg=AFQjCNFzRPPOrFL1wSCbJS-UG750Ek1I0w&sig2=6Dz_-oEr_KzGABVfU-Uq0A&bvm=bv.45645796,d.bGE&cad=rja
Pozim egzaminu maturalnego
Explain the following concepts:
peer approval
slips
fossilization
aptitude
neuro linguistic programming
motivation sustainability
Explain the difference between the following:
children and adult foreign language learning
overgeneralization and developmental errors
attempts and errors
solitary and social learning styles
integrative and instrumental motivation
Discuss the following:
significance of mistakes
characteristics of adult learners
characteristics of good learners
methods of sustaining motivation
March 5.
2014
Written

Review

of
the
Topics

Covered
learning at different ages

students makes mistakes
learner characteristics
motivation
different student levels
Full transcript