Communicative language competences
•Download as PPTX, PDF•
0 likes•369 views
This document outlines the linguistic competences required at different levels from A1 to C2. It describes the general linguistic range and abilities for each level, from having a very basic range of simple expressions to being able to exploit a comprehensive and reliable mastery of language to formulate thoughts precisely without restriction. The levels progress from having to compromise messages and search for words to having a sufficient range to describe unpredictable situations and develop arguments.
Report
Share
Report
Share
Recommended
assessment_result_
The document provides the results of an English language assessment, including detailed levels for key communicative phrases, vocabulary, grammar, listening comprehension, reading comprehension, and an overall C1 level. The assessment finds competency at levels C1-C2 for communicative phrases, vocabulary, listening comprehension, and reading comprehension. Grammar is rated at a B2 level. The document concludes by stating the overall English language level is C1.
Erasmus+ language test C2
You achieved a C2 level in English based on an assessment of your key language skills. Specifically, you demonstrated:
1) An ability to appreciate sociolinguistic and socio-cultural implications across all language functions and contexts.
2) A broad vocabulary enabling understanding of most written texts.
3) Understanding of relatively complex grammatical structures and relationships between ideas.
4) Effortless comprehension of any spoken language, including identifying non-verbal and intonational cues.
5) Easy reading of all forms of written language, including abstract and specialized texts.
Eramus+ OLS_Language Assessment
The document summarizes an individual's English language assessment results according to the Common European Framework of Reference for Languages (CEFR). The assessment found the individual has reached level C2 in key communicative phrases, vocabulary, listening comprehension, and reading comprehension. Their overall English language level is determined to be C2, meaning the individual can understand virtually everything heard or read and differentiate finer shades of meaning with ease.
Prep-B2-Workshop
The document discusses the Common European Framework of Reference for Languages (CEFR), which provides descriptions of language proficiency at different levels. It defines communicative competence as comprising linguistic, pragmatic, discourse, functional, strategic and intercultural competencies. The CEFR describes language proficiency through 6 levels from A1 for beginners to C2 for mastery, defining the specific competencies required at each level. It aims to provide common standards to assess language learning across Europe.
elements of language &style
The document discusses four principles of language:
1. Directness - Language should be active, personal, and use "you" to directly address the audience.
2. Abstraction - Language should be specific rather than abstract.
3. Objectivity - Words can have both denotative and connotative meanings, so speakers should consider how audiences may interpret terms.
4. Formality - Language should be at a slightly formal level, using common words and informal constructions that are not incorrect. The summary captures the key points about the four principles of language discussed in the document.
Written and spoken english
this slide contains the overview of written and spoken English.it shows the differences between the written and spoken language.
Brian North: Recent updates to CEFR Riga 2017_final
1. The document discusses recent updates made to the Common European Framework of Reference for Languages (CEFR), including updating descriptors, developing new scales for mediation, and replacing the phonology scale.
2. It proposes considering language proficiency in terms of four modes (interaction, production, reception, mediation) rather than four skills. Descriptors are provided for each mode at different CEFR levels.
3. The new scales for mediation assess abilities like summarizing information from different written/spoken sources, explaining data and processing texts in speech or writing.
Verbal messages ch 5(4)
This document summarizes six principles of verbal messages:
1) Meanings are interpreted by individuals based on their unique perspectives
2) Messages have both literal and implied meanings
3) Messages vary in how abstract or specific they are
4) Messages can be more or less polite depending on their directness
5) Message meanings can intentionally or unintentionally mislead or deceive
6) Messages differ in their levels of assertiveness from passive to aggressive
Recommended
assessment_result_
The document provides the results of an English language assessment, including detailed levels for key communicative phrases, vocabulary, grammar, listening comprehension, reading comprehension, and an overall C1 level. The assessment finds competency at levels C1-C2 for communicative phrases, vocabulary, listening comprehension, and reading comprehension. Grammar is rated at a B2 level. The document concludes by stating the overall English language level is C1.
Erasmus+ language test C2
You achieved a C2 level in English based on an assessment of your key language skills. Specifically, you demonstrated:
1) An ability to appreciate sociolinguistic and socio-cultural implications across all language functions and contexts.
2) A broad vocabulary enabling understanding of most written texts.
3) Understanding of relatively complex grammatical structures and relationships between ideas.
4) Effortless comprehension of any spoken language, including identifying non-verbal and intonational cues.
5) Easy reading of all forms of written language, including abstract and specialized texts.
Eramus+ OLS_Language Assessment
The document summarizes an individual's English language assessment results according to the Common European Framework of Reference for Languages (CEFR). The assessment found the individual has reached level C2 in key communicative phrases, vocabulary, listening comprehension, and reading comprehension. Their overall English language level is determined to be C2, meaning the individual can understand virtually everything heard or read and differentiate finer shades of meaning with ease.
Prep-B2-Workshop
The document discusses the Common European Framework of Reference for Languages (CEFR), which provides descriptions of language proficiency at different levels. It defines communicative competence as comprising linguistic, pragmatic, discourse, functional, strategic and intercultural competencies. The CEFR describes language proficiency through 6 levels from A1 for beginners to C2 for mastery, defining the specific competencies required at each level. It aims to provide common standards to assess language learning across Europe.
elements of language &style
The document discusses four principles of language:
1. Directness - Language should be active, personal, and use "you" to directly address the audience.
2. Abstraction - Language should be specific rather than abstract.
3. Objectivity - Words can have both denotative and connotative meanings, so speakers should consider how audiences may interpret terms.
4. Formality - Language should be at a slightly formal level, using common words and informal constructions that are not incorrect. The summary captures the key points about the four principles of language discussed in the document.
Written and spoken english
this slide contains the overview of written and spoken English.it shows the differences between the written and spoken language.
Brian North: Recent updates to CEFR Riga 2017_final
1. The document discusses recent updates made to the Common European Framework of Reference for Languages (CEFR), including updating descriptors, developing new scales for mediation, and replacing the phonology scale.
2. It proposes considering language proficiency in terms of four modes (interaction, production, reception, mediation) rather than four skills. Descriptors are provided for each mode at different CEFR levels.
3. The new scales for mediation assess abilities like summarizing information from different written/spoken sources, explaining data and processing texts in speech or writing.
Verbal messages ch 5(4)
This document summarizes six principles of verbal messages:
1) Meanings are interpreted by individuals based on their unique perspectives
2) Messages have both literal and implied meanings
3) Messages vary in how abstract or specific they are
4) Messages can be more or less polite depending on their directness
5) Message meanings can intentionally or unintentionally mislead or deceive
6) Messages differ in their levels of assertiveness from passive to aggressive
Lecture 2 Differences between Writing & Speech
The document discusses the differences between writing and speech. Some key differences are: 1) Writing is usually permanent whereas speech can be corrected and changed as it is spoken. 2) Written language tends to be more complex with longer sentences and clauses, while spoken language has repetitions and interruptions. 3) Writers can use punctuation, layout and graphics while speech uses tone, volume and timing.
John de Jong - Understanding rating scales
The document discusses understanding rating scales and language proficiency levels. It provides detailed descriptors for levels within the Common European Framework of Reference (CEF) from below A1 to C2. It also discusses using a global scale of English from 10 to 90 that maps onto CEF levels to address some disadvantages of the CEF. The document contains examples of interpreting exam data to determine the difficulty levels of test items based on candidate performance.
Varieties and Registers of Spoken and Written Language
This document discusses language varieties and registers. It defines varieties as variants of a language that can be distinguished based on social, historical, spatial or combined factors. Some varieties discussed include pidgins, creoles, regional dialects, minority dialects, and indigenized varieties. Registers refer to how language use varies based on social context, purpose, and audience. Five registers are defined - frozen, formal, consultative, casual, and intimate. Formal and informal language registers are then classified and rules or characteristics of each are provided.
Educ 7 report
Grade 1 English focuses on developing listening, speaking, reading, and writing skills. The additional 20 minutes of class time can be used for peer tutoring, enrichment, remediation, spelling, writing practice, and free reading to help students master these skills. By the end of Grade 1, students should be able to recognize speech sounds and patterns, speak clearly, read beginner books, and write information about themselves and simple sentences legibly. The scope and sequence covers comprehension, study, pronunciation, and expression skills for listening and speaking as well as readiness, recognition, vocabulary, and mechanics for reading and writing.
Identifying illustrative descriptors (workshop iii)
The document provides instructions for students to evaluate an interviewee's oral production based on linguistic, sociolinguistic, and pragmatic competences descriptors for level B1. Students are asked to watch a video interview and use a checklist to examine if the interviewee achieves each descriptor, providing reasons. The checklist includes descriptors for general linguistic range, vocabulary range/control, grammatical accuracy, phonological control, sociolinguistic appropriateness, discourse competence, and functional competence.
Clarifiying objectives
The document outlines different objectives for studying a foreign language including professional, educational, social, and personal reasons. It discusses setting your own objectives and not trying to achieve everything at once. Specific speaking objectives are defined from survival level proficiency to distinguished proficiency. Four levels of reading proficiency are also defined from elementary to full professional competency.
Intermediate-–-B1-Gerdas-Butkevicius
Gerdas Butkevicius successfully completed 101 hours of study at the Intermediate - B1* level of the ABA English course in Barcelona on October 13th, 2014. This level focused on structures, functional spoken English, and 634 words. At this level, Gerdas could understand the main message of standard speeches and radio/TV programs, connect phrases to describe experiences/dreams/hopes, and produce simple written texts on familiar topics by understanding general texts and personal letters.
Elements Of Fiction Part Two
The document discusses various elements of fiction including point of view, language and style, theme, irony, and symbolism. It defines point of view as who is telling the story from the perspective of the narrator or author. Language and style are created through word choices, syntax, and figurative language. Theme is the central idea or point of the story constructed through various elements. Irony appears in language, events, and point of view as a contrast between what is meant and what happens. Symbols convey meaning beyond their literal significance.
Brian North eaquals 2014
The document discusses the Common European Framework of Reference for Languages (CEFR). It provides an overview of what the CEFR aims to do, which includes stimulating reflection on language teaching practices and providing common reference points for describing language proficiency levels. It describes some key aspects of the CEFR, such as the descriptive scales for language skills, communicative language competencies, and qualitative aspects of proficiency levels. The CEFR is intended to facilitate networking, joined-up thinking in language planning, teaching and assessment, and keeping the learner experience as the focus.
Do you know these interesting facts about japanese language
Get to know some of the basic yet very interesting facts everyone wants to know about Japanese Language and that too at one place. This information is worth reading.
Spoken and written language
Spoken language is dynamic and allows for interruptions, overlaps, and spontaneous utterances as both participants are present, while written language provides a time lag between production and reception with formal vocabulary and careful sentence structure since the writer is distant from the reader with no immediate feedback.
Spoken and written language presentation
This is a slides about spoken and written language. In this presentation I put the main differences between these two types of languages.
Story board reading
This document discusses an English reading and analysis skill course that covers understanding spoof texts. The course contains several units that teach students to comprehend the definition and generic structure of spoof texts, which include an orientation, event, and unpredictable twist ending. It also helps students analyze an example spoof text about a trainee who mistakenly calls the managing director asking for coffee. The lesson plans include activities, presentations, videos, tests and assignments to teach these skills.
Students' Presentations 2
This document discusses linguistic intelligence, which is the ability to learn languages and use language to express oneself. Linguistic intelligence can be expressed through writing, poetry, conversation, debates, and history. It is characterized by having a way with words, a knack for languages, and being easy to learn reading, writing, and debating. Examples of careers that represent linguistic intelligence include writers, poets, lawyers, and other language professionals.
Europass-CV-20150709-Sutestad-EN
Sunniva Sutestad is a Norwegian native speaker who is proficient in English, Danish, Swedish, and German. She has extensive experience using these languages while living and working abroad, including several years working on cruise ships and 4 years of higher education in the UK. She is at the independent or proficient user level for understanding, speaking, and writing abilities in these languages based on self-assessment.
Workshop strategic confidence
This document discusses strategic competence and its importance in developing communicative competence. It defines strategic competence as knowing how to recognize and repair communication breakdowns, work around gaps in knowledge, and develop one's own learning skills. The document recommends teaching learning strategies to build learner confidence, responsibility, and independence. Specific strategies discussed include memorization techniques, communication strategies like circumlocution, and skill development strategies like using music to practice pronunciation.
Communication skills
This document discusses different aspects of non-verbal communication. It defines non-verbal communication as transmitting information without words through body language, gestures, facial expressions, eye contact, posture, physical space and time. It describes several components of non-verbal communication including kinesics (body movement), proxemics (perception of space), chronemics (time usage), haptics (touch), oculesics (eye contact), and paralanguage (vocal cues). Specific examples are provided for each such as handshakes, eye contact, physical distance between people, speed of speech. Non-verbal communication allows people to express emotions, attitudes and views without using words.
PPPM BAHASA INGGERIS TINGKATAN 1
This document provides guidelines for the development of English language learning for students in Form 1 (grade 7) in Malaysia. It outlines the aims, objectives, and skills descriptors of the English syllabus. The aims are to extend students' English proficiency for everyday use, knowledge acquisition, and future career needs. By the end of Form 1, students should be able to communicate about themselves, obtain information from texts, read stories, and demonstrate moral values. The document describes performance levels from 1 to 6 for listening, reading, writing, and speaking skills.
Types of speech style
This document discusses different types of speech styles according to linguist Martin Joos. It identifies five main speech styles: intimate style used among close friends and family, casual style used among acquaintances, consultative style used to exchange information between strangers, formal style used to impart information directly and without interruption, and frozen style that is static, ritualistic and potentially archaic. Speech style refers to distinctive patterns of language, voice and nonverbal behaviors that vary based on the situation and people involved in communication.
Common european framework of reference for languages
The document outlines the Common European Framework of Reference for Languages (CEFR), which defines levels of proficiency for language learners. It describes 6 levels of proficiency - A1 and A2 for basic users, B1 and B2 for independent users, and C1 and C2 for proficient users. Each level is defined by the language skills and competencies that individuals should have, such as the ability to understand and engage in basic conversation at lower levels and comprehend complex texts and discuss abstract concepts at higher levels. The CEFR provides a common basis for describing language learning objectives and testing proficiency across Europe.
Practical Approaches for Cultivating English Proficiency Cindy Cruz-Cabrera ...
Practical Approaches for Cultivating English Proficiency Cindy Cruz-Cabrera ...University of the Philippines Diliman
This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Manila Central University teacher training series for elementary school and high school teachers. This was conducted on May 29, 2013.More Related Content
What's hot
Lecture 2 Differences between Writing & Speech
The document discusses the differences between writing and speech. Some key differences are: 1) Writing is usually permanent whereas speech can be corrected and changed as it is spoken. 2) Written language tends to be more complex with longer sentences and clauses, while spoken language has repetitions and interruptions. 3) Writers can use punctuation, layout and graphics while speech uses tone, volume and timing.
John de Jong - Understanding rating scales
The document discusses understanding rating scales and language proficiency levels. It provides detailed descriptors for levels within the Common European Framework of Reference (CEF) from below A1 to C2. It also discusses using a global scale of English from 10 to 90 that maps onto CEF levels to address some disadvantages of the CEF. The document contains examples of interpreting exam data to determine the difficulty levels of test items based on candidate performance.
Varieties and Registers of Spoken and Written Language
This document discusses language varieties and registers. It defines varieties as variants of a language that can be distinguished based on social, historical, spatial or combined factors. Some varieties discussed include pidgins, creoles, regional dialects, minority dialects, and indigenized varieties. Registers refer to how language use varies based on social context, purpose, and audience. Five registers are defined - frozen, formal, consultative, casual, and intimate. Formal and informal language registers are then classified and rules or characteristics of each are provided.
Educ 7 report
Grade 1 English focuses on developing listening, speaking, reading, and writing skills. The additional 20 minutes of class time can be used for peer tutoring, enrichment, remediation, spelling, writing practice, and free reading to help students master these skills. By the end of Grade 1, students should be able to recognize speech sounds and patterns, speak clearly, read beginner books, and write information about themselves and simple sentences legibly. The scope and sequence covers comprehension, study, pronunciation, and expression skills for listening and speaking as well as readiness, recognition, vocabulary, and mechanics for reading and writing.
Identifying illustrative descriptors (workshop iii)
The document provides instructions for students to evaluate an interviewee's oral production based on linguistic, sociolinguistic, and pragmatic competences descriptors for level B1. Students are asked to watch a video interview and use a checklist to examine if the interviewee achieves each descriptor, providing reasons. The checklist includes descriptors for general linguistic range, vocabulary range/control, grammatical accuracy, phonological control, sociolinguistic appropriateness, discourse competence, and functional competence.
Clarifiying objectives
The document outlines different objectives for studying a foreign language including professional, educational, social, and personal reasons. It discusses setting your own objectives and not trying to achieve everything at once. Specific speaking objectives are defined from survival level proficiency to distinguished proficiency. Four levels of reading proficiency are also defined from elementary to full professional competency.
Intermediate-–-B1-Gerdas-Butkevicius
Gerdas Butkevicius successfully completed 101 hours of study at the Intermediate - B1* level of the ABA English course in Barcelona on October 13th, 2014. This level focused on structures, functional spoken English, and 634 words. At this level, Gerdas could understand the main message of standard speeches and radio/TV programs, connect phrases to describe experiences/dreams/hopes, and produce simple written texts on familiar topics by understanding general texts and personal letters.
Elements Of Fiction Part Two
The document discusses various elements of fiction including point of view, language and style, theme, irony, and symbolism. It defines point of view as who is telling the story from the perspective of the narrator or author. Language and style are created through word choices, syntax, and figurative language. Theme is the central idea or point of the story constructed through various elements. Irony appears in language, events, and point of view as a contrast between what is meant and what happens. Symbols convey meaning beyond their literal significance.
Brian North eaquals 2014
The document discusses the Common European Framework of Reference for Languages (CEFR). It provides an overview of what the CEFR aims to do, which includes stimulating reflection on language teaching practices and providing common reference points for describing language proficiency levels. It describes some key aspects of the CEFR, such as the descriptive scales for language skills, communicative language competencies, and qualitative aspects of proficiency levels. The CEFR is intended to facilitate networking, joined-up thinking in language planning, teaching and assessment, and keeping the learner experience as the focus.
Do you know these interesting facts about japanese language
Get to know some of the basic yet very interesting facts everyone wants to know about Japanese Language and that too at one place. This information is worth reading.
Spoken and written language
Spoken language is dynamic and allows for interruptions, overlaps, and spontaneous utterances as both participants are present, while written language provides a time lag between production and reception with formal vocabulary and careful sentence structure since the writer is distant from the reader with no immediate feedback.
Spoken and written language presentation
This is a slides about spoken and written language. In this presentation I put the main differences between these two types of languages.
Story board reading
This document discusses an English reading and analysis skill course that covers understanding spoof texts. The course contains several units that teach students to comprehend the definition and generic structure of spoof texts, which include an orientation, event, and unpredictable twist ending. It also helps students analyze an example spoof text about a trainee who mistakenly calls the managing director asking for coffee. The lesson plans include activities, presentations, videos, tests and assignments to teach these skills.
Students' Presentations 2
This document discusses linguistic intelligence, which is the ability to learn languages and use language to express oneself. Linguistic intelligence can be expressed through writing, poetry, conversation, debates, and history. It is characterized by having a way with words, a knack for languages, and being easy to learn reading, writing, and debating. Examples of careers that represent linguistic intelligence include writers, poets, lawyers, and other language professionals.
Europass-CV-20150709-Sutestad-EN
Sunniva Sutestad is a Norwegian native speaker who is proficient in English, Danish, Swedish, and German. She has extensive experience using these languages while living and working abroad, including several years working on cruise ships and 4 years of higher education in the UK. She is at the independent or proficient user level for understanding, speaking, and writing abilities in these languages based on self-assessment.
Workshop strategic confidence
This document discusses strategic competence and its importance in developing communicative competence. It defines strategic competence as knowing how to recognize and repair communication breakdowns, work around gaps in knowledge, and develop one's own learning skills. The document recommends teaching learning strategies to build learner confidence, responsibility, and independence. Specific strategies discussed include memorization techniques, communication strategies like circumlocution, and skill development strategies like using music to practice pronunciation.
Communication skills
This document discusses different aspects of non-verbal communication. It defines non-verbal communication as transmitting information without words through body language, gestures, facial expressions, eye contact, posture, physical space and time. It describes several components of non-verbal communication including kinesics (body movement), proxemics (perception of space), chronemics (time usage), haptics (touch), oculesics (eye contact), and paralanguage (vocal cues). Specific examples are provided for each such as handshakes, eye contact, physical distance between people, speed of speech. Non-verbal communication allows people to express emotions, attitudes and views without using words.
PPPM BAHASA INGGERIS TINGKATAN 1
This document provides guidelines for the development of English language learning for students in Form 1 (grade 7) in Malaysia. It outlines the aims, objectives, and skills descriptors of the English syllabus. The aims are to extend students' English proficiency for everyday use, knowledge acquisition, and future career needs. By the end of Form 1, students should be able to communicate about themselves, obtain information from texts, read stories, and demonstrate moral values. The document describes performance levels from 1 to 6 for listening, reading, writing, and speaking skills.
Types of speech style
This document discusses different types of speech styles according to linguist Martin Joos. It identifies five main speech styles: intimate style used among close friends and family, casual style used among acquaintances, consultative style used to exchange information between strangers, formal style used to impart information directly and without interruption, and frozen style that is static, ritualistic and potentially archaic. Speech style refers to distinctive patterns of language, voice and nonverbal behaviors that vary based on the situation and people involved in communication.
What's hot (20)
Varieties and Registers of Spoken and Written Language
Varieties and Registers of Spoken and Written Language
Identifying illustrative descriptors (workshop iii)
Identifying illustrative descriptors (workshop iii)
Do you know these interesting facts about japanese language
Do you know these interesting facts about japanese language
Similar to Communicative language competences
Common european framework of reference for languages
The document outlines the Common European Framework of Reference for Languages (CEFR), which defines levels of proficiency for language learners. It describes 6 levels of proficiency - A1 and A2 for basic users, B1 and B2 for independent users, and C1 and C2 for proficient users. Each level is defined by the language skills and competencies that individuals should have, such as the ability to understand and engage in basic conversation at lower levels and comprehend complex texts and discuss abstract concepts at higher levels. The CEFR provides a common basis for describing language learning objectives and testing proficiency across Europe.
Practical Approaches for Cultivating English Proficiency Cindy Cruz-Cabrera ...
Practical Approaches for Cultivating English Proficiency Cindy Cruz-Cabrera ...University of the Philippines Diliman
This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Manila Central University teacher training series for elementary school and high school teachers. This was conducted on May 29, 2013.Common european framework of reference for languages
The document outlines the Common European Framework of Reference for Languages (CEFR) levels for language proficiency. It provides detailed descriptions of what individuals can do at each level across several domains including listening, reading, spoken interaction, written interaction, spoken production and written production. At the lowest A1 level, individuals can understand and use basic phrases to communicate personal details. Proficiency increases through the A2, B1, B2 levels with ability to understand more complex language, discuss abstract topics and interact spontaneously with native speakers. The highest C1 level involves fluency, flexibility and ability to produce clear, well-structured writing on complex issues.
Reading
The document provides an overview of the Common European Framework of Reference for Languages (CEFR) which outlines language ability levels. It includes the following:
1. Descriptions of 6 common reference levels (A1 to C2) that classify speakers of a language based on listening, reading, spoken interaction, written interaction, spoken production, and written production abilities.
2. Illustrative scales that provide sample can-do statements for communicative activities, communication strategies, working with texts, and communicative language competence at each level.
3. Information on copyright for the CEFR descriptive and illustrative scales.
Common European Framework. Level B2
A description of the level B2 for learners of foreign languages according to the specifications of the Common European Framework
The Common European Framework of Reference: Levels and Criteria
Presentación realizada por Brian North durante la Jornada Didáctica del 2 de octubre en la EOI de Jesús Maestro (versión en inglés)
Communicative language competences
This document summarizes the components of communicative competence and linguistic competence. It discusses the three main components of communicative competence: linguistic competences, sociolinguistic competences, and pragmatic competences. It then focuses on linguistic competences, outlining the knowledge and abilities involved in lexical competence, grammatical competence, semantic competence, phonological competence, orthographic competence, and orthoepic competence. Scales are provided to describe levels of proficiency in areas like general linguistic range and vocabulary range and control.
Joao Esquerdo Report Henley College
João Esquerdo's English language skills have improved from a B2 to a C1 level over the course of his studies at Henley College Coventry from February to October 2016. His attendance was 85.33% this term, though some commitments affected his attendance. Nonetheless, he continued expanding his vocabulary and fluency. In class, his contributions were always interesting and he supported his less confident peers, which the tutor appreciated.
Online Certificate Oscars International_263223[2539].pdf
Alex Galvao Fernandes studied General English for 25 weeks from December 9, 2019 to July 31, 2020 at Oscars International. He took 20 lessons per week and achieved an A2+/PreB1 level according to the Common European Framework of Reference for Languages. The certificate was issued by Aoife Harrington, the Director of Studies at Oscars International.
Ii jornada de mejoramiento pk 2012
The document discusses an assessment system used to evaluate English language skills in pre-school students. It includes pre-assessments to measure general language development and specific skills in listening, reading, writing and speaking. Student performance is observed across comprehension and production domains and assigned a level of beginning, intermediate or advanced. Assessment rubrics provide criteria for evaluating skills at each level in the integrated domains of comprehension and production. Assessment results are analyzed to identify areas for improvement in teaching methods.
Ii jornada de mejoramiento pk 2012
The document discusses an assessment system used to evaluate English language skills in pre-school students. It includes pre-assessments to measure general language development and specific skills in listening, reading, writing and speaking. Student performance is observed across comprehension and production domains and assigned a level of beginning, intermediate or advanced. Assessment rubrics provide criteria for evaluating skills at each level in the integrated domains of comprehension and production. Assessment results are analyzed to identify areas for improvement in teaching methods.
CEFR: putting the grammar back into can-do statements
The document discusses using can-do statements and the Common European Framework of Reference (CEFR) to build a skills-based syllabus. It explains that can-do statements describe what learners can do with the language clearly and concisely. The document also discusses how the English Profile project identified criterial features of language skills at each CEFR level to help teachers understand grammar and vocabulary expectations. Finally, it provides examples of using can-do statements and criterial features to assess student ability and plan lessons.
Levels
This document outlines the Common European Framework of Reference for Languages (CEFR) levels for listening, reading, speaking, oral interaction, and writing skills. It provides descriptors of abilities at each of 6 CEFR levels (A1, A2, B1, B2, C1, C2) for each of the 5 skills. For example, at level B1 for listening, a user can understand the main points of clear standard speech on familiar matters and understand many radio or TV programs on topics of personal interest.
Speaking Assessment_Language Assessment - By Sheila Chei
This document discusses assessing speaking ability in English. It outlines basic types of speaking like imitative, intensive, responsive and interactive. It recommends choosing an appropriate technique to elicit a valid oral sample, such as interviews, role plays, or responses to audio recordings. The document provides a rating scale from 1 to 6 to evaluate ability to communicate orally based on ease, errors, and difficulty experienced by native English speakers. It stresses creating reliable scales to score aspects of speaking like accuracy, appropriateness, range, flexibility and size.
FINAL_INTERACTIVE PRESENTATION Lessons 6-9 (overall approach).pptx
This document provides an overview of an e-learning module that teaches how to create comics for language lessons. It covers topics such as the Common European Framework of Reference (CEFR) language levels, how to design comics to achieve learning objectives for CEFR levels A2 and B1, and how to implement comics in the classroom. Specific techniques are presented, such as using comics as readers, guidelines for creating comics, and conducting group work activities with comic roles. Examples of comics for grammar points like the present continuous and reported speech are also included. The overall goal is to demonstrate how comics can be effective tools to enhance language learning when linked to objectives for different proficiency levels.
Benefits of Joining Japanese Language Classes at Nihonkai
Learning Japanese language at Nihonkai have many benefits and students can learn very easily by our professional staffs efforts & skills. Checkout how it can benefit you.
Europass
This document is a Europass Language Passport that provides a self-assessment of language skills for Laura Juncà Garriga. It lists her mother tongue as Catalan and other languages as English, Spanish/Castilian, and French. For each language, she rates her skills in listening, reading, spoken interaction, and spoken production based on the Common European Framework of Reference. Her highest levels are A2 for understanding and production in English and French. The passport also includes explanatory notes about the Europass Language Passport and self-assessment grid.
language policy plan
The document discusses language proficiency levels based on the Common European Framework and strategies for improving English skills at a university. It outlines 6 proficiency levels from A1 to C2 and provides examples of certifications and exams. It then proposes 3 solutions for students to demonstrate an B2 level: taking additional English classes, having subjects taught in English, or obtaining other qualifications involving English study.
E certificate of english advanced level - nirina raharison
Nirina Raharison attended a 30 hour General English course at the Advanced C1b level with British Council Ile-de-France from November 2014 to January 2015. The certificate recommends Raharison take her next course at the C1c level. It was signed by her teacher Simon Handy and the Head of English Andrew Burlton.
Similar to Communicative language competences (20)
Common european framework of reference for languages
Common european framework of reference for languages
Practical Approaches for Cultivating English Proficiency Cindy Cruz-Cabrera ...
Practical Approaches for Cultivating English Proficiency Cindy Cruz-Cabrera ...
Common european framework of reference for languages
Common european framework of reference for languages
The Common European Framework of Reference: Levels and Criteria
The Common European Framework of Reference: Levels and Criteria
Online Certificate Oscars International_263223[2539].pdf
Online Certificate Oscars International_263223[2539].pdf
CEFR: putting the grammar back into can-do statements
CEFR: putting the grammar back into can-do statements
Speaking Assessment_Language Assessment - By Sheila Chei
Speaking Assessment_Language Assessment - By Sheila Chei
FINAL_INTERACTIVE PRESENTATION Lessons 6-9 (overall approach).pptx
FINAL_INTERACTIVE PRESENTATION Lessons 6-9 (overall approach).pptx
Benefits of Joining Japanese Language Classes at Nihonkai
Benefits of Joining Japanese Language Classes at Nihonkai
E certificate of english advanced level - nirina raharison
E certificate of english advanced level - nirina raharison
More from sulmaupb
Expo english marce
The document outlines levels of reading competence that progress from basic skills like using short phrases and familiar topics to more advanced skills such as spelling conventions, punctuation, ambiguity resolution through context, dictionary usage, and knowledge of pronunciation rules. The highest levels involve error-free continuous writing, spelling, and applying phrasing and intonation rules during oral reading.
Grammatical competence (2)
Grammatical competence is the ability to understand and produce well-formed phrases and sentences. It involves understanding the internal organization of words including roots, affixes, and word classes as well as the categories, elements, structures, and processes for building phrases and sentences according to grammatical rules.
Grammatical competence (2)
Grammatical competence is the ability to understand and produce well-formed phrases and sentences. It involves understanding the internal organization of words including roots, affixes, and word classes as well as the categories, elements, structures, and processes for building phrases and sentences according to grammatical rules.
Yomaira
Grammatical competence is the ability to understand and produce well-formed phrases and sentences. It involves understanding the internal organization of words including roots, affixes, and word classes as well as the categories, elements, structures, and processes for building phrases and sentences according to grammatical rules.
Communicative language competences
This document outlines the linguistic competences required at different levels from A1 to C2. It describes the general linguistic range and abilities for each level, from having a very basic range of simple expressions to being able to exploit a comprehensive and reliable mastery of language to formulate thoughts precisely without restriction. The levels progress from having to compromise messages and search for words to having a sufficient range to describe unpredictable situations and develop arguments.
Lexical competence
Vocabulary knowledge involves both a quantitative and qualitative aspect. The quantitative aspect refers to the number of words known, while the qualitative aspect refers to the depth of knowledge about each word, including its frequency, collocations, register, form, associations, meanings, and relationships to other words. Fully knowing a word is an elaborate process that takes place gradually over a long period of time as learners acquire in-depth information about its characteristics and how it is organized in the mental lexicon.
More from sulmaupb (6)
Recently uploaded
System Design Case Study: Building a Scalable E-Commerce Platform - Hiike
This case study explores designing a scalable e-commerce platform, covering key requirements, system components, and best practices.
Choosing The Best AWS Service For Your Website + API.pptx
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
Digital Marketing Trends in 2024 | Guide for Staying Ahead
https://www.wask.co/ebooks/digital-marketing-trends-in-2024
Feeling lost in the digital marketing whirlwind of 2024? Technology is changing, consumer habits are evolving, and staying ahead of the curve feels like a never-ending pursuit. This e-book is your compass. Dive into actionable insights to handle the complexities of modern marketing. From hyper-personalization to the power of user-generated content, learn how to build long-term relationships with your audience and unlock the secrets to success in the ever-shifting digital landscape.
Building Production Ready Search Pipelines with Spark and Milvus
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Trusted Execution Environment for Decentralized Process Mining
Presentation of the paper "Trusted Execution Environment for Decentralized Process Mining" given during the CAiSE 2024 Conference in Cyprus on June 7, 2024.
Letter and Document Automation for Bonterra Impact Management (fka Social Sol...
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on automated letter generation for Bonterra Impact Management using Google Workspace or Microsoft 365.
Interested in deploying letter generation automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Finale of the Year: Apply for Next One!
Presentation for the event called "Finale of the Year: Apply for Next One!" organized by GDSC PJATK
Presentation of the OECD Artificial Intelligence Review of Germany
Consult the full report at https://www.oecd.org/digital/oecd-artificial-intelligence-review-of-germany-609808d6-en.htm
Azure API Management to expose backend services securely
How to use Azure API Management to expose backend service securely
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Best 20 SEO Techniques To Improve Website Visibility In SERP
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
5th LF Energy Power Grid Model Meet-up Slides
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
Recently uploaded (20)
System Design Case Study: Building a Scalable E-Commerce Platform - Hiike
System Design Case Study: Building a Scalable E-Commerce Platform - Hiike
Choosing The Best AWS Service For Your Website + API.pptx
Choosing The Best AWS Service For Your Website + API.pptx
Digital Marketing Trends in 2024 | Guide for Staying Ahead
Digital Marketing Trends in 2024 | Guide for Staying Ahead
WeTestAthens: Postman's AI & Automation Techniques
WeTestAthens: Postman's AI & Automation Techniques
Overcoming the PLG Trap: Lessons from Canva's Head of Sales & Head of EMEA Da...
Overcoming the PLG Trap: Lessons from Canva's Head of Sales & Head of EMEA Da...
Building Production Ready Search Pipelines with Spark and Milvus
Building Production Ready Search Pipelines with Spark and Milvus
Trusted Execution Environment for Decentralized Process Mining
Trusted Execution Environment for Decentralized Process Mining
Letter and Document Automation for Bonterra Impact Management (fka Social Sol...
Letter and Document Automation for Bonterra Impact Management (fka Social Sol...
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Presentation of the OECD Artificial Intelligence Review of Germany
Presentation of the OECD Artificial Intelligence Review of Germany
Azure API Management to expose backend services securely
Azure API Management to expose backend services securely
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Best 20 SEO Techniques To Improve Website Visibility In SERP
Best 20 SEO Techniques To Improve Website Visibility In SERP
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
Communicative language competences
- 3. GENERAL LINGUISTIC RANGE • Can exploit a comprehensive and reliable mastery of a very wide range of language to formulate • thoughts precisely, give emphasis, differentiate and eliminate ambiguity . . . No signs of C2 having to • restrict what he/she wants to say. • Can select an appropriate formulation from a broad range of language to express him/herself clearly, C1 • without having to restrict what he/she wants to say. • Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some B2 complex sentence forms to do so.
- 4. • Has a sufficient range of language to describe unpredictable situations, explain the main points in an • idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as • music and films. B1 • Has a repertoire of basic language which enables him/her to deal with everyday situations with • predictable content, though he/she will generally have to compromise A2 the message and search for words. • Has a very basic range of simple expressions about personal details and needs of a concrete type. A1
- 5. lexical competence; grammatical competence; semantic competence; phonological competence; Orthographic competence; Orthoepic competence.