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Cefr presentation
The Common European Framework of Reference for Languages (CEFR) provides a common basis for describing language ability across Europe. It describes what language learners need to know and be able to do to use a language for communication. The CEFR defines six reference levels of language proficiency from A1 for basic users to C2 for mastery. It also outlines the grammatical structures and competencies required at each level. The CEFR takes a communicative approach, focusing on learners' needs and basing teaching on developing communicative competence through everyday interactions and cultural understanding.
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Cefr presentation
- 1. THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: Learning, Teaching, Assessment MARCIA BENTO ZANOTELI
- 2. WHAT IS THECEFR? The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) was created by the Council of Europe to provide ‘a
- 3. It describes ina comprehensive way what language learners have to learn to do in order to use a language for communication communication and what knowledge and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The Framework also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis. Common European Framework Of Reference For Languages: Learning, Teaching, Assessment (P.10)
- 5. IT DESCRIBES LANGUAGELEARNERS’ ABILITY IN TERMS OF SPEAKING, READING, LISTENING AND WRITING AT SIX REFERENCE LEVELS. These six
- 6. LEVELS Description C2 Mastery The capacity to deal with material which is academic or cognitively demanding, and to use language to good effect at a level of performance which may in certain respects be more advanced than that of an average native speaker. Example: CAN scan texts for relevant information, and grasp main topic of text, reading almost as quickly as a native speaker. All practice tests at this level C1 Effective Operational Proficiency The ability to communicate with the emphasis on how well it is done, in terms of appropriacy, sensitivity and the capacity to deal with unfamiliar topics. Example: CAN deal with hostile questioning confidently. CAN get and hold onto his/her turn to speak. All practice tests at this level B2 Vantage The capacity to achieve most goals and express oneself on a range of topics. Example: CAN show visitors around and give a detailed description of a place. All practice tests at this level B1 Threshold The ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information. Example: CAN ask to open an account at a bank, provided that the procedure is straightforward. All practice tests at this level A2 Waystage An ability to deal with simple, straightforward information and begin to express oneself in familiar contexts. Example: CAN take part in a routine conversation on simple predictable topics. All practice tests at this level A1 Breakthrough A basic ability to communicate and exchange information in a simple way. Example: CAN ask simple questions about a menu and understand simple answers.
- 7. THE COMMON REFERENCELEVELS
- 8. GRAMMAR AREAS: A1 Adjectives: common and demonstrative Adverbs of frequency Comparatives and superlatives Going to How much/how many and very common uncountable nouns I’d like Imperatives (+/-) Intensifiers - very basic Modals: can/can’t/could/couldn’t Past simple of “to be” Past Simple Possessive adjectives Possessives Prepositions, common Prepositions of place Prepositions of time, including in/on/at Present continuous Present simple Pronouns: simple, personal Questions There is/are To be, including question+negatives Verb + ing: like/hate/love
- 9. A2 Adjectives –comparative, – use of than and definite article Adjectives – superlative – use of definite article Adverbial phrases of time, place and frequency – including word order Adverbs of frequency Articles – with countable and uncountable nouns Countables and Uncountables: much/many Future Time (will and going to) Gerunds Going to Imperatives Modals – can/could Modals – have to Modals – should Past continuous Past simple Phrasal verbs – common Possessives – use of ‘s, s’ Prepositional phrases (place, time and movement) Prepositions of time: on/in/at Present continuous Present continuous for future Present perfect Questions Verb + ing/infinitive: like/ want-would like Wh-questions in past Zero and 1st conditional
- 10. B1 Adverbs Broaderrange of intensifiers such as too, enough Comparatives and superlatives Complex question tags Conditionals, 2nd and 3rd Connecting words expressing cause and effect, contrast etc. Future continuous Modals - must/can’t deduction Modals – might, may, will, probably Modals – should have/might have/etc Modals: must/have to Past continuous Past perfect Past simple Past tense responses Phrasal verbs, extended Present perfect continuous Present perfect/past simple Reported speech (range of tenses) Simple passive Wh- questions in the past Will and going to, for prediction
- 11. B2 Adjectives andadverbs Future continuous Future perfect Future perfect continuous Mixed conditionals Modals – can’t have, needn’t have Modals of deduction and speculation Narrative tenses Passives Past perfect Past perfect continuous Phrasal verbs, extended Relative clauses Reported speech Will and going to, for prediction Wish Would expressing habits, in the past
- 12. C1 Futures (revision) Inversion with negative adverbials Mixed conditionals in past, present and future Modals in the past Narrative tenses for experience, incl. passive Passive forms, all Phrasal verbs, especially splitting Wish/if only regrets
- 13. THE COMMUNICATIVE APPROACH The CEFR invites readers to be explicit about their own beliefs about the process of learning; which teaching approaches they
- 14. The text ofthe CEFR emphasises learners’ ‘communicative needs’, including dealing with the business of business of everyday life, exchanging information and ideas, and ideas, and achieving wider and deeper intercultural understanding. This is to be achieved by ‘basing language language teaching and learning on the needs, motivations, characteristics and resources of learners.’ (2001a:3) This conveys the CEFR’s communicative, action-oriented approach