This document is a curriculum vitae for Elena-Ionela Păun, a Romanian citizen applying for available positions. It includes her personal information, work experience doing geological practices in 2014, education including a current degree in geological engineering, skills in languages including English and French, technical skills, and a self-assessment of her language abilities according to the Common European Framework of Reference.
The document is a language passport for Maria Petrova that outlines her proficiency in English, Russian, and Spanish based on the Common European Framework of Reference for Languages. For English, she is assessed at level C1 across all skill areas. For Russian, she is assessed at level B2 and for Spanish she is also assessed at level B2. She has certificates in English and Spanish and has experience using the languages for study, work, and travel abroad.
Manar Ahmed Mohamed is an Egyptian national born in 1987. She has over 10 years of experience in office management, public relations, and sales and marketing roles. Her education includes a B.Sc. in Information Systems from Alson Academy in 2008. She is highly committed and a team worker with the ability to learn. She has strong computer skills including Microsoft Office and database programs. She is seeking new career opportunities where she can utilize her organizational skills and experience in planning, computers, and administration.
Leena Rantanen is a Finnish citizen who is highly proficient in both Finnish and English. She has extensive experience using and improving her English skills through traveling abroad, working in customer service roles, and continuing education over many years. Her self-assessment shows strong skills in understanding, speaking, and writing English at a proficient or independent user level. She aims to work in an international environment where English is the main language.
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.
Lachezar Svetozarov Dobrichkov is highly proficient in Bulgarian, English, and German. He has extensive experience using these languages at work as a translator and interpreter, and for study through participating in international scientific conferences and publishing papers in English. He has a C1 proficiency level in all three languages according to the Common European Framework of Reference. For German, he holds a C1 certificate from the Kulturministerkonferenz awarded in 2009.
Dejan Vujovic has over 15 years of experience in management, sales, and marketing roles. He has worked as the Director and CEO of Transolar scg from 2005 to 2016, where he created sales and marketing plans and strategies. He speaks English, Macedonian, and basic Spanish. He has a degree in International Business Management and various other business-related training and certifications.
The document provides a self-assessment grid based on the Common European Framework of Reference for Languages. It outlines 6 levels - A1, A2, B1, B2, C1, and C2 - for 4 language skills: Listening, Reading, Spoken Interaction, Spoken Production, and Writing. For each level and skill, it provides a brief 3 sentence description of the language abilities and tasks that someone at that level would be expected to demonstrate. The grid allows language learners to assess their own abilities and proficiency level in different skills.
The document is a language passport for Maria Petrova that outlines her proficiency in English, Russian, and Spanish based on the Common European Framework of Reference for Languages. For English, she is assessed at level C1 across all skill areas. For Russian, she is assessed at level B2 and for Spanish she is also assessed at level B2. She has certificates in English and Spanish and has experience using the languages for study, work, and travel abroad.
Manar Ahmed Mohamed is an Egyptian national born in 1987. She has over 10 years of experience in office management, public relations, and sales and marketing roles. Her education includes a B.Sc. in Information Systems from Alson Academy in 2008. She is highly committed and a team worker with the ability to learn. She has strong computer skills including Microsoft Office and database programs. She is seeking new career opportunities where she can utilize her organizational skills and experience in planning, computers, and administration.
Leena Rantanen is a Finnish citizen who is highly proficient in both Finnish and English. She has extensive experience using and improving her English skills through traveling abroad, working in customer service roles, and continuing education over many years. Her self-assessment shows strong skills in understanding, speaking, and writing English at a proficient or independent user level. She aims to work in an international environment where English is the main language.
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.
Lachezar Svetozarov Dobrichkov is highly proficient in Bulgarian, English, and German. He has extensive experience using these languages at work as a translator and interpreter, and for study through participating in international scientific conferences and publishing papers in English. He has a C1 proficiency level in all three languages according to the Common European Framework of Reference. For German, he holds a C1 certificate from the Kulturministerkonferenz awarded in 2009.
Dejan Vujovic has over 15 years of experience in management, sales, and marketing roles. He has worked as the Director and CEO of Transolar scg from 2005 to 2016, where he created sales and marketing plans and strategies. He speaks English, Macedonian, and basic Spanish. He has a degree in International Business Management and various other business-related training and certifications.
The document provides a self-assessment grid based on the Common European Framework of Reference for Languages. It outlines 6 levels - A1, A2, B1, B2, C1, and C2 - for 4 language skills: Listening, Reading, Spoken Interaction, Spoken Production, and Writing. For each level and skill, it provides a brief 3 sentence description of the language abilities and tasks that someone at that level would be expected to demonstrate. The grid allows language learners to assess their own abilities and proficiency level in different skills.
This document is a curriculum vitae for Riccardo Lasagna that includes personal information, education history, work experience, skills, and language abilities. Lasagna has worked in construction, hospitality, and currently works for an environmental services company. He is studying for a degree in biology with a focus on biodiversity and conservation. He is proficient in English and Italian.
Can-do statements are learning objectives that describe what a student can do in English at a particular level of proficiency. They are clear, easily understandable, and achievable goals. The document discusses why can-do statements are better for setting course objectives than TOEIC scores alone. It proposes that teachers agree on can-do standards from the CEFR and use textbooks aligned with those standards. It also suggests steps the language center could take to support the use of can-do statements, such as trialing them, providing materials, and standardizing assessment. Opinions are requested on these proposals.
Elham Elwefati is applying for a position as a warehouse assistant at ALDO Shoes in Malta. She has a diploma in English and is currently pursuing a post-graduate diploma in management, which has provided her knowledge in efficiency, preparation, and organization to deal with the pressures of the industry. She looks forward to joining the team if selected.
This document provides information about language skill levels according to the Common European Framework of Reference (CEF). It includes tables that describe the listening, reading, speaking and writing skills expected at CEF levels A1, A2, B1, B2 and C1. It also notes that the face2face language course series covers these levels and maps the skills taught in each book to the CEF requirements.
The document introduces the Common European Framework (CEF), which provides a common basis for designing language courses and assessing proficiency across Europe. It aims to promote mutual understanding and mobility. The CEF describes what learners need to know and do to communicate effectively in a language. It also defines levels of proficiency to measure progress. The CEF seeks to overcome barriers between different educational systems and ensure efforts meet learners' needs. It enhances transparency and cooperation, and facilitates recognition of qualifications across contexts.
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.
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.
The document describes the Common European Framework of Reference for Languages (CEFR) and its classification of language proficiency into six common reference levels - C2, C1, B2, B1, A2 and A1.
Table 1 provides a brief overview of the CEFR levels, describing what a language user at each level can understand and express. Table 2 gives examples of language skills at each level through a self-assessment grid. Table 3 focuses on qualitative aspects of spoken language use such as range, accuracy, fluency, interaction and coherence at different CEFR levels.
Common European Framework of Reference for LanguagesCamila Roldán
This webinar provided an overview of the Common European Framework of Reference for Languages (CEFR). It explained that the CEFR is a framework used to describe language proficiency in a standardized way across languages and locations. It described the six levels of language ability in the CEFR from A1 to C2. The webinar also discussed how the CEFR can be used by language teachers, learners, exam boards and others. It reviewed the different components of the CEFR including the global scale, illustrative scales, and self-assessment grid.
This document introduces an English language portfolio for beginner language learners. The portfolio has three sections: the passport, biography, and dossier. The passport provides a place for learners to record their qualifications, language skills, and experiences. The biography helps learners set goals and reflect on their learning history and style. The dossier allows learners to collect examples of their work. The portfolio aims to help learners assess and showcase their abilities as they progress in English.
Mansour and Arvids are taking a Cambridge Key English Test (KET) speaking exam. They are assessed as
level A2 speakers. [1] Mansour can exchange basic information using simple phrases but makes frequent
errors. [2] Arvids also uses basic structures with hesitation, characterized by systematic errors. [3] Both
candidates can communicate simple information and interact with support despite language limitations.
Tijana Stepanovic is applying for a computer equipment operator position. She has over 15 years of experience in education and computer maintenance roles. She has worked as an English and Informatics teacher in Serbia while also maintaining school computer networks. She is proficient in English, Croatian, Bosnian and several other languages.
Common European Framework of Reference (CEFR)Sreeram Bojja
This document helps the language learners to understand what they know and do not know. This also serves as a tool to assess one's self and then to set appropriate learning goals.
Developed through a process of scientific research and wide consultation, the Common European Framework for Languages (CEFR), sponsored by the European Council, provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.
Liuda introduces herself and her best friend Kristina, who both enjoy learning foreign languages and want to visit London. Liuda then presents her English portfolio which includes personal details, her language skills and hobbies. She concludes by testing her grammar and vocabulary knowledge in English.
E certificate of english advanced level - nirina raharisonNirina 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.
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.
On Communicative Competence and Students' Performance in English Languagetheijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
This document provides an overview and introduction to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment. It acknowledges contributions from language experts across Europe who helped develop the Framework. The Framework aims to encourage reflection on language learning and teaching and to help practitioners set clear objectives and describe what learners should achieve. It provides a comprehensive descriptive scheme to define language competencies and map learner progress across common reference levels. The Framework is not prescriptive but intended as a tool for practitioners to define objectives and describe methods and outcomes in a transparent, coherent manner.
This document provides a scheme of work for Form 1 English Language. It outlines 10 units to be covered over the year, including themes like family, friends, health, safety, school, values and the environment. Each unit lists learning outcomes, language content, activities and educational emphases for three levels of students. A variety of grammar, vocabulary and language skills are practiced through activities such as stories, poems, projects and class discussions. Testing and breaks are also included in the schedule.
The document presents the Common European Framework of Reference for Languages self-assessment grid. It provides descriptors of language proficiency across six levels (A1-C2) for the core skills of listening, reading, spoken interaction, spoken production, and writing. For each skill and proficiency level, a short description is given to indicate the types of tasks users would be able to do at that level in the target language.
This document outlines 6 levels (A1, A2, B1, B2, C1, C2) of language proficiency according to the Common European Framework of Reference for Languages. For each level, it provides brief descriptions of competencies in listening, reading, spoken interaction, spoken production, and writing. For example, at level A1 a person can understand familiar words and basic phrases spoken slowly, while at level C2 they can understand any spoken language without difficulty.
This document is a curriculum vitae for Riccardo Lasagna that includes personal information, education history, work experience, skills, and language abilities. Lasagna has worked in construction, hospitality, and currently works for an environmental services company. He is studying for a degree in biology with a focus on biodiversity and conservation. He is proficient in English and Italian.
Can-do statements are learning objectives that describe what a student can do in English at a particular level of proficiency. They are clear, easily understandable, and achievable goals. The document discusses why can-do statements are better for setting course objectives than TOEIC scores alone. It proposes that teachers agree on can-do standards from the CEFR and use textbooks aligned with those standards. It also suggests steps the language center could take to support the use of can-do statements, such as trialing them, providing materials, and standardizing assessment. Opinions are requested on these proposals.
Elham Elwefati is applying for a position as a warehouse assistant at ALDO Shoes in Malta. She has a diploma in English and is currently pursuing a post-graduate diploma in management, which has provided her knowledge in efficiency, preparation, and organization to deal with the pressures of the industry. She looks forward to joining the team if selected.
This document provides information about language skill levels according to the Common European Framework of Reference (CEF). It includes tables that describe the listening, reading, speaking and writing skills expected at CEF levels A1, A2, B1, B2 and C1. It also notes that the face2face language course series covers these levels and maps the skills taught in each book to the CEF requirements.
The document introduces the Common European Framework (CEF), which provides a common basis for designing language courses and assessing proficiency across Europe. It aims to promote mutual understanding and mobility. The CEF describes what learners need to know and do to communicate effectively in a language. It also defines levels of proficiency to measure progress. The CEF seeks to overcome barriers between different educational systems and ensure efforts meet learners' needs. It enhances transparency and cooperation, and facilitates recognition of qualifications across contexts.
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.
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.
The document describes the Common European Framework of Reference for Languages (CEFR) and its classification of language proficiency into six common reference levels - C2, C1, B2, B1, A2 and A1.
Table 1 provides a brief overview of the CEFR levels, describing what a language user at each level can understand and express. Table 2 gives examples of language skills at each level through a self-assessment grid. Table 3 focuses on qualitative aspects of spoken language use such as range, accuracy, fluency, interaction and coherence at different CEFR levels.
Common European Framework of Reference for LanguagesCamila Roldán
This webinar provided an overview of the Common European Framework of Reference for Languages (CEFR). It explained that the CEFR is a framework used to describe language proficiency in a standardized way across languages and locations. It described the six levels of language ability in the CEFR from A1 to C2. The webinar also discussed how the CEFR can be used by language teachers, learners, exam boards and others. It reviewed the different components of the CEFR including the global scale, illustrative scales, and self-assessment grid.
This document introduces an English language portfolio for beginner language learners. The portfolio has three sections: the passport, biography, and dossier. The passport provides a place for learners to record their qualifications, language skills, and experiences. The biography helps learners set goals and reflect on their learning history and style. The dossier allows learners to collect examples of their work. The portfolio aims to help learners assess and showcase their abilities as they progress in English.
Mansour and Arvids are taking a Cambridge Key English Test (KET) speaking exam. They are assessed as
level A2 speakers. [1] Mansour can exchange basic information using simple phrases but makes frequent
errors. [2] Arvids also uses basic structures with hesitation, characterized by systematic errors. [3] Both
candidates can communicate simple information and interact with support despite language limitations.
Tijana Stepanovic is applying for a computer equipment operator position. She has over 15 years of experience in education and computer maintenance roles. She has worked as an English and Informatics teacher in Serbia while also maintaining school computer networks. She is proficient in English, Croatian, Bosnian and several other languages.
Common European Framework of Reference (CEFR)Sreeram Bojja
This document helps the language learners to understand what they know and do not know. This also serves as a tool to assess one's self and then to set appropriate learning goals.
Developed through a process of scientific research and wide consultation, the Common European Framework for Languages (CEFR), sponsored by the European Council, provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.
Liuda introduces herself and her best friend Kristina, who both enjoy learning foreign languages and want to visit London. Liuda then presents her English portfolio which includes personal details, her language skills and hobbies. She concludes by testing her grammar and vocabulary knowledge in English.
E certificate of english advanced level - nirina raharisonNirina 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.
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.
On Communicative Competence and Students' Performance in English Languagetheijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
This document provides an overview and introduction to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment. It acknowledges contributions from language experts across Europe who helped develop the Framework. The Framework aims to encourage reflection on language learning and teaching and to help practitioners set clear objectives and describe what learners should achieve. It provides a comprehensive descriptive scheme to define language competencies and map learner progress across common reference levels. The Framework is not prescriptive but intended as a tool for practitioners to define objectives and describe methods and outcomes in a transparent, coherent manner.
This document provides a scheme of work for Form 1 English Language. It outlines 10 units to be covered over the year, including themes like family, friends, health, safety, school, values and the environment. Each unit lists learning outcomes, language content, activities and educational emphases for three levels of students. A variety of grammar, vocabulary and language skills are practiced through activities such as stories, poems, projects and class discussions. Testing and breaks are also included in the schedule.
The document presents the Common European Framework of Reference for Languages self-assessment grid. It provides descriptors of language proficiency across six levels (A1-C2) for the core skills of listening, reading, spoken interaction, spoken production, and writing. For each skill and proficiency level, a short description is given to indicate the types of tasks users would be able to do at that level in the target language.
This document outlines 6 levels (A1, A2, B1, B2, C1, C2) of language proficiency according to the Common European Framework of Reference for Languages. For each level, it provides brief descriptions of competencies in listening, reading, spoken interaction, spoken production, and writing. For example, at level A1 a person can understand familiar words and basic phrases spoken slowly, while at level C2 they can understand any spoken language without difficulty.
Material de uso en clase. Referencias bibliográficas de AL SITIO LENGUAS.
MCER- Niveles comunes de referencia: Grilla de autoevaluación
CECR- Niveaux communs de compétences : Grille d’auto-évaluation
CEFR- Common Reference levels : Self-assessment grid
QECR- Níveis comuns de referencia : Grelha para a auto-avaliação
https://www.coe.int/fr/web/common-european-framework-reference-languages/table-2-cefr-3.3-common-reference-levels-self-assessment-grid
La grille d’auto-évaluation illustre les niveaux de compétences décrites dans le Cadre européen commun de référence pour les langues (CECR).
Elle propose 34 échelles pour 5 activités : compréhension de l’oral ; compréhension de l’écrit ; prendre part à une conversation ; production orale ; production écrite.
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.
- The document describes the levels of the Common European Framework of Reference for Languages (CEFR) for evaluating language proficiency.
- It outlines six levels (A1, A2, B1, B2, C1, C2) and describes the ability of language learners at each level in terms of understanding, speaking, and writing skills.
- Level A1 indicates a basic user who can understand and use familiar everyday expressions. Level B1 describes an independent user who can understand the main ideas of complex texts and communicate in unfamiliar situations. Level C2 is a proficient user who has no difficulty in understanding any form of the language spoken or written.
Christian Ferrarese is seeking a master's degree in materials engineering and nanotechnology. He currently works as a scientific laboratory technician at the Joint Research Center-European Commission, where he conducts vehicle emission testing and contributes to related reports and publications. Previously, he obtained a bachelor's degree in materials engineering and nanotechnology from Politecnico di Milano, where he is now pursuing a master's degree. He has skills in surface treatment processes, nanotechnology, and materials characterization techniques.
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.
Cascade lower secondary simplified marang 2017aznina ramli
The document provides an overview of the Common European Framework of Reference (CEFR). It discusses the global impact of the CEFR, describing how it has been adopted by educational systems around the world. It also outlines the six reference levels of the CEFR framework (C2, C1, B2, B1, A2, A1) and distinguishes between the levels. Finally, it discusses key concepts within the CEFR such as its action-oriented approach and perspectives on language teaching and learning.
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.
The document is a Europass Language Passport that records an individual's foreign language proficiency in English, Arabic, and French using the Common European Framework of Reference for Languages. It lists the individual's self-assessment of skills in listening, reading, spoken interaction, and spoken production for each language. It also provides details of diplomas, certificates, and linguistic experiences to validate the individual's language abilities.
The document discusses the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP). The CEFR provides a common basis for language learning across Europe through standardized proficiency levels and descriptors. The ELP allows learners to track their language skills and cultural experiences over time. It includes a language passport, biography, and dossier where learners can self-assess and receive feedback. Both tools aim to promote lifelong language learning, cultural diversity, and mutual recognition of language qualifications across Europe.
Common european framework of reference for languagesMs. EOI Teacher
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.
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.
Material de uso en clase. Referencias bibliográficas de AL SITIO LENGUAS.
MCER- Niveles comunes de referencia: Escala global
CECR- Niveaux communs de compétences : Echelle globale
CEFR- Common Reference levels : Global Scale
QECR- Níveis comuns de referencia : Escala Global
https://www.coe.int/fr/web/common-european-framework-reference-languages/official-translations-of-the-cefr-global-scale
The document discusses English language competencies from the perspective of a modernized curriculum. It begins by outlining the presentation's objectives, which include discussing the modernized curriculum, the Common European Framework of Reference, and the European Language Portfolio. It then defines key terms like content, objectives, and competencies. The bulk of the document focuses on the Common European Framework, outlining its structure, descriptive scheme, common reference levels, and competencies. It also discusses the European Language Portfolio and its three parts: language passport, biography, and dossier. In under 3 sentences.
Educainglés is a website that provides educational resources from Agence France Presse (AFP) for language teachers and students. It offers authentic documents, news articles, videos, infographics and animations in English that complement existing teaching methods. Resources are classified by type, category, academic subject, difficulty level, date and keywords to help teachers easily find relevant materials for their students. Educainglés aims to make teachers' lives easier while providing a wide range of high-quality resources in different formats to engage students and improve their English skills.
Pascale McFadden was awarded a Certificate of Achievement for successfully completing Mandarin Level 1 with an overall grade of Excellent. This is equivalent to an A1 level in the Common European Framework, which recognizes basic everyday expressions and phrases. The course assessment consisted of a combined aural and written test, oral examination, and coursework, and also provided independent learning opportunities.
The document discusses the stages of writing development from audio storytelling for young children ages 3-4 to fluent writing for older children ages 8-10. It covers the progression from early scribbling to writing individual letters and sounds to writing words and understanding punctuation and capitalization. The stages outlined are: audio storytelling, early emergent writing, emergent writing, transitional writing, and fluent writing. Providing conventional spelling in addition to children's own writing is emphasized as important for supporting writing progress.
CEFR: putting the grammar back into can-do statementsMichael Carroll
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.