The document provides self-assessment checklists from the Swiss version of the European Language Portfolio to help learners evaluate their proficiency level in a language. The checklists are based on the Common European Framework reference levels and cover listening, reading, spoken interaction, spoken production, strategies, and writing skills. The checklists can be used to review overall proficiency, monitor learning progress, and plan learning goals. Learners and teachers complete the checklists to assess the learner's abilities.
The document describes self-assessment checklists from the Swiss version of the European Language Portfolio.
[1] The checklists are based on common reference levels from the Common European Framework and can be used to assess one's overall proficiency in a language or monitor progress in specific skills.
[2] The checklists provide descriptors of language ability across listening, reading, spoken interaction, spoken production, strategies, and writing. Learners can self-assess their abilities and objectives in consultation with a teacher.
[3] Reaching over 80% of the points ticked in a checklist suggests that level (e.g. A1) has probably been reached.
These checklists are self-assessment tools based on the Common European Framework levels for language proficiency. They can be used to review one's overall proficiency before or after a period of language learning, or to monitor progress in particular skills. Like the illustrative scales, the checklists can also help plan courses and identify learning tasks. The document provides examples of checklists for language proficiency levels A1, A2 and B1.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency levels.
The checklists are based on the Common European Framework reference levels and can be used to assess overall proficiency before or after periods of learning. They also allow learners to monitor their progress in particular skills.
The checklists include descriptors of listening, reading, spoken interaction, production and writing abilities for levels A1, A2 and B1 with learners indicating what they can do independently and with help from others.
These checklists are from the Swiss version of the European Language Portfolio and are based on the common reference levels from the Common European Framework. The checklists can be used in two ways: (1) to review one's overall proficiency before updating their language passport, and (2) to monitor one's learning progress in relation to a particular skill. Like the illustrative scales, the checklists can also help plan courses and identify learning tasks. The document then provides an example self-assessment checklist for language proficiency at level A1.
Self assessment checklists for sac (Jaime Castro)Jimmy Castro
These checklists are from the Swiss version of the European Language Portfolio and are based on the common reference levels of the Common European Framework. The checklists can be used in two ways: (1) to review one's overall proficiency before or after a period of learning and (2) to monitor one's progress in particular skills. Like the illustrative scales, the checklists can also help plan courses and identify suitable learning tasks. The document then provides an example self-assessment checklist for language level A1.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency levels.
The checklists are based on the Common European Framework reference levels and can be used in two ways: (1) to review one's overall proficiency before or after a period of learning, and (2) to monitor learning progress in a particular skill. Like the illustrative scales, the checklists can also help plan courses and identify learning tasks.
Sample checklists are provided covering listening, reading, spoken interaction, production and writing skills at levels A1, A2 and B1 with "I can do" statements for self-assessment in three columns -
This document contains self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency level. The checklists are based on the common reference levels from the Common European Framework. The checklists can be used to review one's overall proficiency before or after a period of learning, or to monitor learning progress in a particular skill. Like the illustrative scales, the checklists can also help plan courses and identify suitable learning tasks. The sample checklist provided contains can-do statements in listening, reading, spoken interaction, production and writing for language learners to self-assess whether they have reached level A1.
The document provides two self-assessment checklists from the Swiss version of the European Language Portfolio. The checklists are based on common reference levels from the Common European Framework and can be used to assess one's proficiency in a particular language. The checklists contain descriptors of language ability across several skills (listening, reading, spoken interaction, etc.) at levels A1, A2, B1. Learners can use the checklists to self-assess their abilities, identify objectives, and monitor their language learning progress over time.
The document describes self-assessment checklists from the Swiss version of the European Language Portfolio.
[1] The checklists are based on common reference levels from the Common European Framework and can be used to assess one's overall proficiency in a language or monitor progress in specific skills.
[2] The checklists provide descriptors of language ability across listening, reading, spoken interaction, spoken production, strategies, and writing. Learners can self-assess their abilities and objectives in consultation with a teacher.
[3] Reaching over 80% of the points ticked in a checklist suggests that level (e.g. A1) has probably been reached.
These checklists are self-assessment tools based on the Common European Framework levels for language proficiency. They can be used to review one's overall proficiency before or after a period of language learning, or to monitor progress in particular skills. Like the illustrative scales, the checklists can also help plan courses and identify learning tasks. The document provides examples of checklists for language proficiency levels A1, A2 and B1.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency levels.
The checklists are based on the Common European Framework reference levels and can be used to assess overall proficiency before or after periods of learning. They also allow learners to monitor their progress in particular skills.
The checklists include descriptors of listening, reading, spoken interaction, production and writing abilities for levels A1, A2 and B1 with learners indicating what they can do independently and with help from others.
These checklists are from the Swiss version of the European Language Portfolio and are based on the common reference levels from the Common European Framework. The checklists can be used in two ways: (1) to review one's overall proficiency before updating their language passport, and (2) to monitor one's learning progress in relation to a particular skill. Like the illustrative scales, the checklists can also help plan courses and identify learning tasks. The document then provides an example self-assessment checklist for language proficiency at level A1.
Self assessment checklists for sac (Jaime Castro)Jimmy Castro
These checklists are from the Swiss version of the European Language Portfolio and are based on the common reference levels of the Common European Framework. The checklists can be used in two ways: (1) to review one's overall proficiency before or after a period of learning and (2) to monitor one's progress in particular skills. Like the illustrative scales, the checklists can also help plan courses and identify suitable learning tasks. The document then provides an example self-assessment checklist for language level A1.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency levels.
The checklists are based on the Common European Framework reference levels and can be used in two ways: (1) to review one's overall proficiency before or after a period of learning, and (2) to monitor learning progress in a particular skill. Like the illustrative scales, the checklists can also help plan courses and identify learning tasks.
Sample checklists are provided covering listening, reading, spoken interaction, production and writing skills at levels A1, A2 and B1 with "I can do" statements for self-assessment in three columns -
This document contains self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency level. The checklists are based on the common reference levels from the Common European Framework. The checklists can be used to review one's overall proficiency before or after a period of learning, or to monitor learning progress in a particular skill. Like the illustrative scales, the checklists can also help plan courses and identify suitable learning tasks. The sample checklist provided contains can-do statements in listening, reading, spoken interaction, production and writing for language learners to self-assess whether they have reached level A1.
The document provides two self-assessment checklists from the Swiss version of the European Language Portfolio. The checklists are based on common reference levels from the Common European Framework and can be used to assess one's proficiency in a particular language. The checklists contain descriptors of language ability across several skills (listening, reading, spoken interaction, etc.) at levels A1, A2, B1. Learners can use the checklists to self-assess their abilities, identify objectives, and monitor their language learning progress over time.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for evaluating language proficiency levels A1, A2 and B1. The checklists can be used to assess one's own abilities and receive feedback from others on listening, reading, spoken interaction, spoken production, strategies and writing skills. The descriptors are based on the Common European Framework and allow learners to identify strengths and objectives for further development.
This document contains three summaries of a self-assessment checklist from the Swiss version of the European Language Portfolio:
1) The checklist is based on common reference levels from the Common European Framework and can be used to assess overall proficiency in a language or monitor progress in specific skills.
2) It allows learners to self-assess their abilities in listening, reading, spoken interaction, spoken production, strategies, and writing at level A1.
3) Teachers or others can also assess the learner's abilities, and learners can identify objectives to focus on. Comparing responses helps create a plan to reach level A1.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio. The checklists are based on common reference levels from the Common European Framework and can be used for self-assessment of language proficiency levels. The checklists include descriptors for listening, reading, spoken interaction, spoken production, strategies, and writing skills at levels A1, A2, and B1. Learners can use the checklists to evaluate their own abilities and objectives for language learning.
Malcolm Mann: Preparing students effectively for EGE SpeakingMacmillan Russia
The EGE Speaking paper is now a reality. In this session, we'll look at the different parts of the paper and examine the skills that are tested in each part. We'll look at key dos and don'ts of preparation and skills development – for the teacher as well as the students – in order to maximise the chances of each student's success.
This document provides a marking scheme for an English exam for primary level students. It outlines the assessment criteria for three sections: reading comprehension, language, and writing. For reading comprehension, students will answer multiple choice and short answer questions about passages. The language section will assess descriptive writing and completing sentences. For the writing portion, students will complete tasks like inviting a friend to an outing and describing a picture in 50 or more words. Scoring guidelines are provided to evaluate the writing on areas like content, expression, and accuracy and place it within bands from very good to poor.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio to help learners evaluate their proficiency level in a language. The checklists are based on the Common European Framework reference levels and cover listening, reading, spoken interaction, spoken production, strategies, and writing skills. The checklists can be used to review overall proficiency, monitor learning progress, and plan language learning goals. Learners and teachers complete the checklists to assess the learner's abilities.
The document summarizes Cynthia Lizeth Carrasco Rubio's knowledge of the content from the CALL I course. She lists the main topics covered in each of the 5 units and indicates her level of knowledge for each item using tick marks. For most items, she indicates that she has knowledge of how to use the topic but needs more practice to do it faster and more efficiently. A few items were new to her and difficult to understand, requiring more practice. Overall, the document evaluates her current understanding and skills for CALL topics learned in the previous course.
PreConference Presentation at COABE/VAACE Conference 2012
Presented by Jackie Taylor, Nell Eckersley, and Marsha Tait
Description: Gone are the days when you could simply post information to a website! Join this dynamic session to learn how to easily and effectively use social media to communicate with students, cultivate program partnerships, influence media, and change the conversation in state legislatures and in Congress. Learn a social media tool of your choice, interact with peers and experts, create a strategic plan, and bring it home. Participants are eligible for a free giveaway of the latest social media marketing books.
The document discusses how media can negatively portray unrealistic body images and promote unhealthy messages but also acknowledges that media has become more complex over time and may be making people smarter. It notes that while TV still uses sexist advertising, music allows for self-expression and technology enables easy communication. The document concludes that media has both positive and negative impacts and has fundamentally changed society.
This document provides an agenda and materials for a webinar on using social media for advocacy. The webinar covers an overview of social media and its growing role in advocacy. It discusses strategies for developing compelling advocacy messages and using specific social media platforms like blogs, Facebook, Twitter, and SMS. Attendees are polled on their social media knowledge and comfort levels. Federal advocacy updates are also provided. The webinar aims to help attendees learn tools and next steps to strengthen their social media advocacy.
The document discusses the branding of a new music venue called Ebeezie. It explores the name Ebeezie, describing how it is a unique nickname of the author's. It then discusses the strengths and concerns of the name. The document analyzes trademarking and categories the name could fall under. It presents a logo design for Ebeezie incorporating flowers, colors, and a microphone. The corporate culture, mission statement, and tagline of "lose yourself in the music" are also outlined. The branding elements are said to convey the venue's passion for music and trendy atmosphere.
Public Policy and Advocacy: Understanding Diaspora AdvocacyKamala Kanta Dash
1. The document discusses diaspora advocacy, specifically focusing on how diaspora communities can influence public policy in their countries of origin and settlement.
2. It provides an overview of what policy advocacy entails and defines key terms like advocate and policy advocacy.
3. Examples of diaspora advocacy discussed include advocating for overseas voting rights, development issues, and using various methods like lobbying, fundraising, media, and demonstrations to influence policy. The document also presents a case study of the US India Political Action Committee.
The document contains self-assessment checklists from the Swiss version of the European Language Portfolio for language learners at levels A1 and A2. The checklists allow learners to assess their abilities in listening, reading, spoken interaction, spoken production, and writing in the target language. Learners can mark what skills they feel they have mastered, what a teacher or other evaluator feels they have mastered, and what skills they want to improve. The checklists are based on the Common European Framework and are designed to help learners monitor their progress and identify objectives.
This document contains self-assessment checklists from the Swiss version of the European Language Portfolio to help learners evaluate their proficiency level in a language. The checklists are based on the Common European Framework reference levels and can be used to assess overall proficiency, monitor learning progress, and plan learning goals. They include criteria for listening, reading, spoken interaction, spoken production, strategies, and writing skills at levels A1 and A2. Learners and teachers can both assess the learner's abilities and identify objectives to work on.
Complete concept of communication skills to improve your soft skills. As you all know soft skills are very mandate today to survive in any corporate environment. So that's why i have uploaded this presentation for you all to learn and improve your softskills.
Dyslexia awareness and teaching strategies knStarryArgenta
This document discusses dyslexia and strategies to support students with dyslexia in the classroom. It defines dyslexia and explains how difficulties may manifest, such as with phonological processing, reading fluency, spelling, and directionality. The document provides examples of indicators a teacher may see in students' classroom work and describes useful teaching strategies like pre-teaching vocabulary, using visual aids, allowing extra time, and breaking tasks into smaller steps. Memory, organization, and technology strategies are also outlined.
This document provides a lesson on verbal and non-verbal communication. It defines verbal communication as communication using words and non-verbal communication as communication through actions without words. It identifies different types of non-verbal communication such as body language, proximity, touch, eye movement, and paralanguage. Examples of both verbal and non-verbal communication are provided. Students are then asked to identify situations as verbal or non-verbal and analyze examples of non-verbal communication. The lesson aims to help students understand and differentiate between verbal and non-verbal communication.
Using Technology in the Spanish and French classroomMmeNero
This document provides an overview of how Shauna Néro, a French Immersion and Spanish teacher, uses technology in her language classrooms. Some key points:
- She uses technology to increase student engagement, empower digital native students, and allow for differentiated learning styles.
- Suggestions from other teachers on Twitter include using technology for oral communication practice, accommodating students with disabilities, and improving pronunciation.
- Néro describes various online tools and activities she uses, such as Edmodo, Voicethread, Wordle, Jeopardy, videos, and websites for exposing students to the target language and culture.
- She provides examples of assessing student oral skills development through recorded podcast
The document discusses different types of informal assessments including cloze procedures and probes. It provides details on administering and scoring cloze tests, including examples of traditional, syntactic, semantic, and graphophonic cloze tests. Probes are in-depth student interviews to understand reading engagement and needs. The document also describes learning modalities - visual, auditory, and kinesthetic - and includes a 30-item modality questionnaire to assess a student's preferred learning style through tallying scores in each section.
Workshop 4 Making Grammar Instruction Meaningful and EnjoyableMaryna Tsehelska
How is English grammar acquired? Should we teach all English tenses at once or study them separately? Why do our students know grammar rules but make lots of grammar mistakes in writing and speaking? What is more important – a clear explanation or meaningful revision?
These are just a few questions I’m going to answer while sharing my personal observations and beliefs about grammar teaching and learning.
Key points:
1. A short discussion about popular ways of teaching grammar.
2. Stages of grammar acquisition.
3. Teaching English tenses.
4. The power of paraphrasing.
This document provides an English lesson on communicative styles and conditionals. It begins with a definition of conditionals and examples of their uses. Students then practice identifying different communicative styles like formal, casual, and intimate based on short descriptions. They role play conversations between a student and parent, friend, or teacher in different styles. Finally, students evaluate degree of formality and how relationship influences communication before creating scripts demonstrating a assigned style. Overall, the lesson teaches students to recognize and apply different communicative styles appropriate for various relationships and situations.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for evaluating language proficiency levels A1, A2 and B1. The checklists can be used to assess one's own abilities and receive feedback from others on listening, reading, spoken interaction, spoken production, strategies and writing skills. The descriptors are based on the Common European Framework and allow learners to identify strengths and objectives for further development.
This document contains three summaries of a self-assessment checklist from the Swiss version of the European Language Portfolio:
1) The checklist is based on common reference levels from the Common European Framework and can be used to assess overall proficiency in a language or monitor progress in specific skills.
2) It allows learners to self-assess their abilities in listening, reading, spoken interaction, spoken production, strategies, and writing at level A1.
3) Teachers or others can also assess the learner's abilities, and learners can identify objectives to focus on. Comparing responses helps create a plan to reach level A1.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio. The checklists are based on common reference levels from the Common European Framework and can be used for self-assessment of language proficiency levels. The checklists include descriptors for listening, reading, spoken interaction, spoken production, strategies, and writing skills at levels A1, A2, and B1. Learners can use the checklists to evaluate their own abilities and objectives for language learning.
Malcolm Mann: Preparing students effectively for EGE SpeakingMacmillan Russia
The EGE Speaking paper is now a reality. In this session, we'll look at the different parts of the paper and examine the skills that are tested in each part. We'll look at key dos and don'ts of preparation and skills development – for the teacher as well as the students – in order to maximise the chances of each student's success.
This document provides a marking scheme for an English exam for primary level students. It outlines the assessment criteria for three sections: reading comprehension, language, and writing. For reading comprehension, students will answer multiple choice and short answer questions about passages. The language section will assess descriptive writing and completing sentences. For the writing portion, students will complete tasks like inviting a friend to an outing and describing a picture in 50 or more words. Scoring guidelines are provided to evaluate the writing on areas like content, expression, and accuracy and place it within bands from very good to poor.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio to help learners evaluate their proficiency level in a language. The checklists are based on the Common European Framework reference levels and cover listening, reading, spoken interaction, spoken production, strategies, and writing skills. The checklists can be used to review overall proficiency, monitor learning progress, and plan language learning goals. Learners and teachers complete the checklists to assess the learner's abilities.
The document summarizes Cynthia Lizeth Carrasco Rubio's knowledge of the content from the CALL I course. She lists the main topics covered in each of the 5 units and indicates her level of knowledge for each item using tick marks. For most items, she indicates that she has knowledge of how to use the topic but needs more practice to do it faster and more efficiently. A few items were new to her and difficult to understand, requiring more practice. Overall, the document evaluates her current understanding and skills for CALL topics learned in the previous course.
PreConference Presentation at COABE/VAACE Conference 2012
Presented by Jackie Taylor, Nell Eckersley, and Marsha Tait
Description: Gone are the days when you could simply post information to a website! Join this dynamic session to learn how to easily and effectively use social media to communicate with students, cultivate program partnerships, influence media, and change the conversation in state legislatures and in Congress. Learn a social media tool of your choice, interact with peers and experts, create a strategic plan, and bring it home. Participants are eligible for a free giveaway of the latest social media marketing books.
The document discusses how media can negatively portray unrealistic body images and promote unhealthy messages but also acknowledges that media has become more complex over time and may be making people smarter. It notes that while TV still uses sexist advertising, music allows for self-expression and technology enables easy communication. The document concludes that media has both positive and negative impacts and has fundamentally changed society.
This document provides an agenda and materials for a webinar on using social media for advocacy. The webinar covers an overview of social media and its growing role in advocacy. It discusses strategies for developing compelling advocacy messages and using specific social media platforms like blogs, Facebook, Twitter, and SMS. Attendees are polled on their social media knowledge and comfort levels. Federal advocacy updates are also provided. The webinar aims to help attendees learn tools and next steps to strengthen their social media advocacy.
The document discusses the branding of a new music venue called Ebeezie. It explores the name Ebeezie, describing how it is a unique nickname of the author's. It then discusses the strengths and concerns of the name. The document analyzes trademarking and categories the name could fall under. It presents a logo design for Ebeezie incorporating flowers, colors, and a microphone. The corporate culture, mission statement, and tagline of "lose yourself in the music" are also outlined. The branding elements are said to convey the venue's passion for music and trendy atmosphere.
Public Policy and Advocacy: Understanding Diaspora AdvocacyKamala Kanta Dash
1. The document discusses diaspora advocacy, specifically focusing on how diaspora communities can influence public policy in their countries of origin and settlement.
2. It provides an overview of what policy advocacy entails and defines key terms like advocate and policy advocacy.
3. Examples of diaspora advocacy discussed include advocating for overseas voting rights, development issues, and using various methods like lobbying, fundraising, media, and demonstrations to influence policy. The document also presents a case study of the US India Political Action Committee.
The document contains self-assessment checklists from the Swiss version of the European Language Portfolio for language learners at levels A1 and A2. The checklists allow learners to assess their abilities in listening, reading, spoken interaction, spoken production, and writing in the target language. Learners can mark what skills they feel they have mastered, what a teacher or other evaluator feels they have mastered, and what skills they want to improve. The checklists are based on the Common European Framework and are designed to help learners monitor their progress and identify objectives.
This document contains self-assessment checklists from the Swiss version of the European Language Portfolio to help learners evaluate their proficiency level in a language. The checklists are based on the Common European Framework reference levels and can be used to assess overall proficiency, monitor learning progress, and plan learning goals. They include criteria for listening, reading, spoken interaction, spoken production, strategies, and writing skills at levels A1 and A2. Learners and teachers can both assess the learner's abilities and identify objectives to work on.
Complete concept of communication skills to improve your soft skills. As you all know soft skills are very mandate today to survive in any corporate environment. So that's why i have uploaded this presentation for you all to learn and improve your softskills.
Dyslexia awareness and teaching strategies knStarryArgenta
This document discusses dyslexia and strategies to support students with dyslexia in the classroom. It defines dyslexia and explains how difficulties may manifest, such as with phonological processing, reading fluency, spelling, and directionality. The document provides examples of indicators a teacher may see in students' classroom work and describes useful teaching strategies like pre-teaching vocabulary, using visual aids, allowing extra time, and breaking tasks into smaller steps. Memory, organization, and technology strategies are also outlined.
This document provides a lesson on verbal and non-verbal communication. It defines verbal communication as communication using words and non-verbal communication as communication through actions without words. It identifies different types of non-verbal communication such as body language, proximity, touch, eye movement, and paralanguage. Examples of both verbal and non-verbal communication are provided. Students are then asked to identify situations as verbal or non-verbal and analyze examples of non-verbal communication. The lesson aims to help students understand and differentiate between verbal and non-verbal communication.
Using Technology in the Spanish and French classroomMmeNero
This document provides an overview of how Shauna Néro, a French Immersion and Spanish teacher, uses technology in her language classrooms. Some key points:
- She uses technology to increase student engagement, empower digital native students, and allow for differentiated learning styles.
- Suggestions from other teachers on Twitter include using technology for oral communication practice, accommodating students with disabilities, and improving pronunciation.
- Néro describes various online tools and activities she uses, such as Edmodo, Voicethread, Wordle, Jeopardy, videos, and websites for exposing students to the target language and culture.
- She provides examples of assessing student oral skills development through recorded podcast
The document discusses different types of informal assessments including cloze procedures and probes. It provides details on administering and scoring cloze tests, including examples of traditional, syntactic, semantic, and graphophonic cloze tests. Probes are in-depth student interviews to understand reading engagement and needs. The document also describes learning modalities - visual, auditory, and kinesthetic - and includes a 30-item modality questionnaire to assess a student's preferred learning style through tallying scores in each section.
Workshop 4 Making Grammar Instruction Meaningful and EnjoyableMaryna Tsehelska
How is English grammar acquired? Should we teach all English tenses at once or study them separately? Why do our students know grammar rules but make lots of grammar mistakes in writing and speaking? What is more important – a clear explanation or meaningful revision?
These are just a few questions I’m going to answer while sharing my personal observations and beliefs about grammar teaching and learning.
Key points:
1. A short discussion about popular ways of teaching grammar.
2. Stages of grammar acquisition.
3. Teaching English tenses.
4. The power of paraphrasing.
This document provides an English lesson on communicative styles and conditionals. It begins with a definition of conditionals and examples of their uses. Students then practice identifying different communicative styles like formal, casual, and intimate based on short descriptions. They role play conversations between a student and parent, friend, or teacher in different styles. Finally, students evaluate degree of formality and how relationship influences communication before creating scripts demonstrating a assigned style. Overall, the lesson teaches students to recognize and apply different communicative styles appropriate for various relationships and situations.
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.
The document discusses appropriate oral communication skills, including the use of verbal, nonverbal, visual, and written communication. It emphasizes the importance of proper stance and behavior when giving information orally, such as maintaining good posture, eye contact, and using hand gestures. The document also provides examples of applying these skills, including a comic strip that models explaining preventative health measures for COVID-19 to a child.
The document discusses using Edmodo and podcast projects to improve students' oral fluency and production in the language classroom. It provides details on how to structure podcast assignments, have students provide peer feedback, and conduct final oral assessments, with the goal of helping students gradually improve their oral communication skills through repeated practice and feedback. Assessment data from semester 1 showed most students were able to converse for longer periods of time by the end, demonstrating the approach helped develop their oral abilities.
The document discusses using textual aids to better understand texts. It presents 6 idioms or phrases represented by blocks for students to identify. The phrases include "Chicken Little" meaning an alarmist, "Better Late than Never" meaning it's better to arrive late than not at all, and "Cross Roads" meaning a time of decision. It also discusses the phrases "I'm in Trouble" meaning being in a bad situation, "History Repeats itself" referring to the cyclical nature of history, and "Never Forgotten" meaning something that is not okay will not be forgotten. The document prompts students to consider their impressions of the phrases and how they reflect realities of life.
The document discusses using textual aids to better understand texts. It presents 6 idioms or phrases represented by blocks for students to identify. The phrases include "Chicken Little" meaning an alarmist, "Better Late than Never" meaning it's better to arrive late than not at all, and "Cross Roads" meaning a time of decision. It also discusses the phrases "I'm in Trouble" meaning being in a bad situation, "History Repeats itself" referring to the cyclical nature of history, and "Never Forgotten" meaning something that is not okay will not be forgotten. The document prompts students to consider their impressions of the phrases and how they reflect realities of life.
This document provides tips for communicating effectively with ESL students. It discusses using simple language with clear vocabulary, avoiding idioms and complex grammar, speaking at a slower pace, writing key points on a board, checking for understanding, and giving clear step-by-step instructions. The goal is to help ESL students understand important information by thinking like a teacher and adjusting one's speaking style to be as clear and straightforward as possible for non-native English listeners. Practice and getting feedback on presentations is recommended to improve skills in speaking to ESL audiences.
The document discusses assessing speaking skills in students. It begins by defining speaking and listing reasons to assess it, such as helping students and teachers understand strengths and weaknesses. It then covers what speaking involves, including micro and macro factors. The document provides guidance on planning a speaking assessment, such as choosing learning outcomes, designing a test or activity, developing a rubric, and considering the testing environment. Sample rubrics are included that assess pronunciation, vocabulary, accuracy, fluency, non-verbal communication skills, and ability to communicate. The document concludes by discussing next steps after assessment, such as remedial planning, feedback, and analyzing results data.
This document provides resources for assessing students' reading levels and strategies. It includes copies of leveled texts to use for running records and assessments. After assessing a student's reading level and strategies, teachers can plan instruction to meet student needs. The document describes how to conduct running record assessments, determine accuracy rates, and evaluate comprehension and fluency. It also provides reading strategy prompts tailored for different text levels to help students build skills.
Bcatml 2012 technology to assess oral outputMmeNero
This document describes Shauna Néro's use of technology to improve students' oral fluency and production in the language classroom. She uses tools like Edmodo and podcasting to engage students and provide meaningful assessment of their oral skills. Students work in pairs to record podcasts on various topics, assessing each other using criteria they helped generate. This allows gradual development of oral proficiency and gives the teacher insights into students' progress through descriptive feedback. Final assessments include interviews and roleplays to evaluate communication skills. Initial results found most students able to converse longer, showing increased confidence in speaking the target language.
1. Literacy is fundamental to individual and national prosperity as it allows people to engage productively in the knowledge economy and society.
2. A principal shared a story about a student who was able to express himself through writing what was happening in his mind, when he previously was unable to speak about it.
3. Students with intellectual disabilities at Willans Hill School made on average 1 year of reading progress in 1 year of instruction, showing that good instruction leads to progress for all students.
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Self assessment-checklists-for-sac- eman
1. Appendix 2
Self-assessment checklists from the Swiss
version of the European Language Portfolio
These checklists are based on the common reference levels elaborated in the
Common European Framework; they are thus closely related to the illustrative
scales set out in Appendix 1.
The Swiss ELP explains that the checklists can be used in two ways: (i) to re-
view one’s overall proficiency in a particular language prior to updating one’s
language passport at the beginning or end of an extended period of learning;
and (ii) to monitor one’s learning progress, perhaps in relation to a particular
skill or skills.
Like the illustrative scales, the checklists can also be used to plan a course of
learning and to identify appropriate learning tasks.
2. Cynthia Lizeth Carrasco Rubio
Level A1 2
3.1
Self-assessment Checklist
Language:
Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your
teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that
you cannot yet do which you feel are important for you (Column 3 = Objectives).
Add to the list – perhaps with your teacher – other things that you can do, or that are important for
My objectives
your language learning at this level.
teacher/another
My
Use the following symbols:
Me
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
Listening 1 2 3
I can understand when someone speaks very slowly to me and articulates carefully, with long pauses for me ✓✓
to assimilate meaning.
I can understand simple directions how to get from X to Y, by foot or public transport. ✓✓
I can understand questions and instructions addressed carefully and slowly to me and follow short, simple directions. ✓✓
I can understand numbers, prices and times. ✓✓
Reading 1 2 3
I can understand information about people (place of residence, age, etc.) in newspapers. ✓✓
I can locate a concert or a film on calendars of public events or posters and identify where it takes place and at what ✓✓
time it starts.
I can understand a questionnaire (entry permit form, hotel registration form) well enough to give the most ✓✓
important information about myself (name, surname, date of birth, nationality).
I can understand words and phrases on signs encountered in everyday life (for instance “station”, “car park”, ✓✓
“no parking”, “no smoking”, “keep left”.
I can understand the most important orders in a computer programme such as “PRINT”, “SAVE”, “COPY”, etc. ✓✓
I can follow short simple written directions (e.g. how to go from X to Y). ✓✓
I can understand short simple messages on postcards, for example holiday greetings. ✓✓
In everyday situations I can understand simple messages written by friends or colleagues, for example “back at ✓✓
4 o’clock”.
Spoken Interaction 1 2 3
I can introduce somebody and use basic greeting and leave-taking expressions.
I can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on ✓✓
very familiar topics.
I can make myself understood in a simple way but I am dependent on my partner being prepared to repeat more ✓✓
slowly and rephrase what I say and to help me to say what I want.
I can make simple purchases where pointing or other gestures can support what I say. ✓✓
I can handle numbers, quantities, cost and time. ✓✓
I can ask people for things and give people things. ✓✓
I can ask people questions about where they live, people they know, things they have, etc. and answer such ✓✓
questions addressed to me provided they are articulated slowly and clearly.
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation ✓ ✓
I can indicate time by such phrases as “next week”, “last Friday”, “in November”, “three o clock”.
project: Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
3. My objectives
teacher/another
Use the following symbols:
My
Me
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
Spoken Production 1 2 3
I can give personal information (address, telephone number, nationality, age, family, and hobbies) ✓✓
I can describe where I live. ✓✓
Strategies 1 2 3
I can say when I don’t understand. ✓✓
I can very simply ask somebody to repeat what they said. ✓✓
I can very simply ask somebody to speak more slowly. ✓✓
Writing 1 2 3
I can fill in a questionnaire with my personal details (job, age, address, hobbies). ✓✓
I can write a greeting card, for instance a birthday card. ✓✓
I can write a simple postcard (for example with holiday greetings). ✓✓
I can write a note to tell somebody where I am or where we are to meet. ✓✓
I can write sentences and simple phrases about myself, for example where I live and what I do. ✓✓
4. Self-assessment Checklist
Language:
Level A2 2
3.2
Use this checklist to record what you think you can do (Column 1). Ask someone else, for example
your teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those
things that you cannot yet do which you feel are important for you (Column 3 = Objectives).
Add to the list – perhaps with your teacher – other things that you can do, or that are important for
your
language learning at this level.
teacher/another
My objectives
Use the following symbols:
My
Me
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A2.
Listening 1 2 3
I can understand what is said clearly, slowly and directly to me in simple everyday conversation; it is possible to make ✓✓
me understand, if the speaker can take the trouble.
I can generally identify the topic of discussion around me when people speak slowly and clearly. ✓✓
I can understand phrases, words and expressions related to areas of most immediate priority (e.g. very basic ✓✓
personal and family information, shopping, local area, employment).
I can catch the main point in short, clear, simple messages and announcements. ✓✓
I can understand the essential information in short recorded passages dealing with predictable everyday matters ✓✓
which are spoken slowly and clearly.
I can identify the main point of TV news items reporting events, accidents etc. when the visual supports the commentary.✓ ✓
Reading 1 2 3
I can identify important information in news summaries or simple newspaper articles in which numbers and names ✓✓
play an important role and which are clearly structured and illustrated.
I can understand a simple personal letter in which the writer tells or asks me about aspects of everyday life. ✓✓
I can understand simple written messages from friends or colleagues, for example saying when we should meet to ✓✓
play football or asking me to be at work early.
I can find the most important information on leisure time activities, exhibitions, etc. in information leaflets. ✓✓
I can skim small advertisements in newspapers, locate the heading or column I want and identify the most ✓✓
important pieces of information (price and size of apartments, cars, computers).
I can understand simple user’s instructions for equipment (for example, a public telephone). ✓✓
I can understand feedback messages or simple help indications in computer programmes. ✓✓
I can understand short narratives about everyday things dealing with topics which are familiar to me if the text is written ✓✓
in simple language.
Spoken Interaction 1 2 3
I can make simple transactions in shops, post offices or banks. ✓✓
I can use public transport : buses, trains, and taxis, ask for basic information and buy tickets. ✓✓
I can get simple information about travel. ✓✓
I can order something to eat or drink. ✓✓
I can make simple purchases by stating what I want and asking the price. ✓✓
I can ask for and give directions referring to a map or plan. ✓✓
I can ask how people are and react to news. ✓✓
I can make and respond to invitations. ✓✓
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation
project: Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
5. My objectives
My teacher/anot her
Use the following symbols:
Me
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
I can make and accept apologies. ✓✓
I can say what I like and dislike. ✓✓
I can discuss with other people what to do, where to go and make arrangements to meet. ✓✓
I can ask people questions about what they do at work and in free time, and answer such questions addressed to me. ✓✓
Spoken Production 1 2 3
I can describe myself, my family and other people. ✓✓
I can describe where I live. ✓✓
I can give short, basic descriptions of events. ✓✓
I can describe my educational background, my present or most recent job. ✓✓
I can describe my hobbies and interests in a simple way. ✓✓
I can describe past activities and personal experiences (e.g. the last weekend, my last holiday). ✓✓
Strategies 1 2 3
I can ask for attention. ✓✓
I can indicate when I am following. ✓✓
I can very simply ask somebody to repeat what they said. ✓✓
Language Quality 1 2 3
I can make myself understood using memorised phrases and single expressions. ✓✓
I can link groups of words with simple connectors like ”and”, ”but” and ”because”. ✓✓
I can use some simple structures correctly. ✓✓
I have a sufficient vocabulary for coping with simple everyday situations. ✓✓
Writing 1 2 3
I can write short, simple notes and messages. ✓✓
I can describe an event in simple sentences and report what happened when and where (for example a party or ✓✓
an accident).
I can write about aspects of my everyday life in simple phrases and sentences (people, places, job, school, ✓✓
family, hobbies).
I can fill in a questionnaire giving an account of my educational background, my job, my interests and my specific skills. ✓ ✓
I can briefly introduce myself in a letter with simple phrases and sentences (family, school, job, hobbies). ✓✓
I can write a short letter using simple expressions for greeting, addressing, asking or thanking somebody. ✓✓
I can write simple sentences, connecting them with words such as ”and”, ”but”, ”because”. ✓✓
I can use the most important connecting words to indicate the chronological order of events (first, then, after, later). ✓✓
6. Self-assessment Checklist
Language:
Level B1 2
3.3
Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your
teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that
you cannot yet do which you feel are important for you (Column 3 = Objectives).
Add to the list – perhaps with your teacher – other things that you can do, or that are important for
My objectives
your language learning at this level.
teacher/another
Use the following symbols:
My
Me
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level B1.
Listening 1 2 3
I can follow clearly articulated speech directed at me in everyday conversation, though I sometimes have to ask ✓
for repetition of particular words and phrases.
I can generally follow the main points of extended discussion around me, provided speech is clearly articulated ✓
in standard dialect.
I can listen to a short narrative and form hypotheses about what will happen next. ✓
I can understand the main points of radio news bulletins and simpler recorded material on topics of personal ✓
interest delivered relatively slowly and clearly.
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. ✓
I can understand simple technical information, such as operating instructions for everyday equipment. ✓
Reading 1 2 3
I can understand the main points in short newspaper articles about current and familiar topics. ✓✓
I can read columns or interviews in newspapers and magazines in which someone takes a stand on a current topic ✓✓
or event and understand the overall meaning of the text.
I can guess the meaning of single unknown words from the context thus deducing the meaning of expressions if the ✓✓
topic is familiar.
I can skim short texts (for example news summaries) and find relevant facts and information (for example who has ✓✓
done what and where).
I can understand the most important information in short simple everyday information brochures. ✓✓
I can understand simple messages and standard letters (for example from businesses, clubs or authorities). ✓✓
In private letters I can understand those parts dealing with events, feelings and wishes well enough to ✓✓
correspond regularly with a pen friend.
I can understand the plot of a clearly structured story and recognise what the most important episodes and events ✓✓
are and what is significant about them.
Spoken Interaction 1 2 3
I can start, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. ✓
I can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what I ✓
would like to.
I can deal with most situations likely to arise when making travel arrangements through an agent or when ✓
actually travelling.
I can ask for and follow detailed directions. ✓
I can express and respond to feelings such as surprise, happiness, sadness, interest and indifference. ✓
7. teacher/another
Use the following symbols:
My objectives
My
Me
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
I can give or seek personal views and opinions in an informal discussion with friends. ✓
I can agree and disagree politely. ✓
Spoken Production 1 2 3
I can narrate a story. ✓
I can give detailed accounts of experiences, describing feelings and reactions. ✓
I can describe dreams, hopes and ambitions. ✓
I can explain and give reasons for my plans, intentions and actions. ✓
I can relate the plot of a book or film and describe my reactions. ✓
I can paraphrase short written passages orally in a simple fashion, using the original text wording and ordering. ✓
Strategies 1 2 3
I can repeat back part of what someone has said to confirm that we understand each other. ✓
I can ask someone to clarify or elaborate what they have just said. ✓
When I can’t think of the word I want, I can use a simple word meaning something similar and invite ”correction”. ✓
Language Quality 1 2 3
I can keep a conversation going comprehensibly, but have to pause to plan and correct what I am saying – ✓
especially when I talk freely for longer periods.
I can convey simple information of immediate relevance, getting across which point I feel is most important. ✓
I have a sufficient vocabulary to express myself with some circumlocutions on most topics pertinent to my everyday ✓
life such as family, hobbies and interests, work, travel, and current events.
I can express myself reasonably accurately in familiar, predictable situations. ✓
Writing 1 2 3
I can write simple connected texts on a range of topics within my field of interest and can express personal views ✓✓
and opinions.
I can write simple texts about experiences or events, for example about a trip, for a school newspaper or a ✓✓
club newsletter.
I can write personal letters to friends or acquaintances asking for or giving them news and narrating events. ✓✓
I can describe in a personal letter the plot of a film or a book or give an account of a concert. ✓✓
In a letter I can express feelings such as grief, happiness, interest, regret and sympathy. ✓✓
I can reply in written form to advertisements and ask for more complete or more specific information about products ✓✓
(for example a car or an academic course).
I can convey – via fax, e-mail or a circular – short simple factual information to friends or colleagues or ask ✓✓
for information in such a way.
I can write my CV in summary form. ✓✓
8. Self-assessment Checklist
Language:
Level B2 2
3.4
Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your
teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that
you cannot yet do which you feel are important for you (Column 3 = Objectives).
Add to the list – perhaps with your teacher – other things that you can do, or that are important for
My objectives
your language learning at this level.
teacher/another
My
Use the following symbols:
Me
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level B2.
Listening 1 2 3
I can understand in detail what is said to me in standard spoken language even in a noisy environment. ✓
I can follow a lecture or talk within my own field, provided the subject matter is familiar and the ✓
presentation straightforward and clearly structured.
I can understand most radio documentaries delivered in standard language and can identify the speaker’s mood, ✓
tone etc.
I can understand TV documentaries, live interviews, talk shows, plays and the majority of films in standard dialect. ✓
I can understand the main ideas of complex speech on both concrete and abstract topics delivered in a standard ✓
dialect, including technical discussions in my field of specialisation.
I can use a variety of strategies to achieve comprehension, including listening for main points; checking ✓
comprehension by using contextual clues.
Reading 1 2 3
I can rapidly grasp the content and the significance of news, articles and reports on topics connected with my interests ✓
or my job, and decide if a closer reading is worthwhile.
I can read and understand articles and reports on current problems in which the writers express specific attitudes ✓
and points of view.
I can understand in detail texts within my field of interest or the area of my academic or professional speciality. ✓
I can understand specialised articles outside my own field if I can occasionally check with a dictionary. ✓
I can read reviews dealing with the content and criticism of cultural topics (films, theatre, books, concerts) ✓
and summarise the main points.
I can read letters on topics within my areas of academic or professional speciality or interest and grasp the ✓
most important points.
I can quickly look through a manual (for example for a computer program) and find and understand the ✓
relevant explanations and help for a specific problem.
I can understand in a narrative or play the motives for the characters’ actions and their consequences for ✓
the development of the plot.
Spoken Interaction 1 2 3
I can initiate, maintain and end discourse naturally with effective turn-taking. ✓
I can exchange considerable quantities of detailed factual information on matters within my fields of interest. ✓
I can convey degrees of emotion and highlight the personal significance of events and experiences. ✓
I can engage in extended conversation in a clearly participatory fashion on most general topics. ✓
9. teacher/another
My objectives
Me
Use the following symbols:
My
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
I can account for and sustain my opinions in discussion by providing relevant explanations, arguments and comments. ✓
I can help a discussion along on familiar ground confirming comprehension, inviting others in, etc. ✓
I can carry out a prepared interview, checking and confirming information, following up interesting replies. ✓
Spoken Production 1 2 3
I can give clear, detailed descriptions on a wide range of subjects related to my fields of interest. ✓
I can understand and summarise orally short extracts from news items, interviews or documentaries containing ✓
opinions, argument and discussion.
I can understand and summarise orally the plot and sequence of events in an extract from a film or play. ✓
I can construct a chain of reasoned argument, linking my ideas logically. ✓
I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. ✓
I can speculate about causes, consequences, hypothetical situations. ✓
Strategies 1 2 3
I can use standard phrases like ”That’s a difficult question to answer” to gain time and keep the turn while ✓
formulating what to say.
I can make a note of ”favourite mistakes” and consciously monitor speech for them. ✓
I can generally correct slips and errors if I become aware of them or if they have led to misunderstandings. ✓
Language Quality 1 2 3
I can produce stretches of language with a fairly even tempo; although I can be hesitant as I search for ✓
expressions, there are few noticeably long pauses.
I can pass on detailed information reliably. ✓
I have sufficient vocabulary to express myself on matters connected to my field and on most general topics. ✓
I can communicate with reasonable accuracy and can correct mistakes if they have led to misunderstandings. ✓
Writing 1 2 3
I can write clear and detailed texts (compositions, reports or texts of presentations) on various topics related to my ✓
field of interest.
I can write summaries of articles on topics of general interest. ✓
I can summarise information from different sources and media.
I can discuss a topic in a composition or ”letter to the editor”, giving reasons for or against a specific point of view. ✓
I can develop an argument systematically in a composition or report, emphasising decisive points and ✓
including supporting details.
I can write about events and real or fictional experiences in a detailed and easily readable way. ✓
I can write a short review of a film or a book. ✓
I can express in a personal letter different feelings and attitudes and can report the news of the day making clear what – ✓
in my opinion – are the important aspects of an event.
10. Self-assessment Checklist
Language:
Level C1 2
3.5
Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your
teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that
you cannot yet do which you feel are important for you (Column 3 = Objectives).
Add to the list – perhaps with your teacher – other things that you can do, or that are important for
your language learning at this level.
teacher/another
My
My objectives
Use the following symbols:
Me
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level C1.
Listening 1 2 3
I can follow extended speech even when it is not clearly structured and when relationships are only implied and
not signalled explicitly.
I can understand a wide range of idiomatic expressions and colloquialisms, appreciating shifts in style and register.
I can extract specific information from even poor quality, audibly distorted public announcements, e.g. in a station,
sports stadium etc.
I can understand complex technical information, such as operating instructions, specifications for familiar products
and services.
I can understand lectures, talks and reports in my field of professional or academic interest even when they
are propositionally and linguistically complex.
I can without too much effort understand films which contain a considerable degree of slang and idiomatic usage.
Reading 1 2 3
I can understand fairly long demanding texts and summarise them orally.
I can read complex reports, analyses and commentaries where opinions, viewpoints and connections are discussed.
I can extract information, ideas and opinions from highly specialised texts in my own field, for example research reports.
I can understand long complex instructions, for example for the use of a new piece of equipment, even if these are
not related to my job or field of interest, provided I have enough time to reread them.
I can read any correspondence with occasional use of a dictionary.
I can read contemporary literary texts with ease.
I can go beyond the concrete plot of a narrative and grasp implicit meanings, ideas and connections.
I can recognise the social, political or historical background of a literary work.
.
Spoken Interaction 1 2 3
I can keep up with an animated conversation between native speakers. !!
I can use the language fluently, accurately and effectively on a wide range of general, professional or academic topics. !!
I can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage. !!
I can express my ideas and opinions clearly and precisely, and can present and respond to complex lines of !!
reasoning convincingly.
11. My objectives
teacher/another
My
Use the following symbols:
Me
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
Spoken Production 1 2 3
I can give clear, detailed descriptions of complex subjects. !!
I can orally summarise long, demanding texts. !!
I can give an extended description or account of something, integrating themes, developing particular points !!
and concluding appropriately.
I can give a clearly developed presentation on a subject in my fields of personal or professional interest, departing !!
when necessary from the prepared text and following up spontaneously points raised by members of the audience.
Strategies 1 2 3
I can use fluently a variety of appropriate expressions to preface my remarks in order to get the floor, or to gain time !!
and keep the floor while thinking.
I can relate own contribution skilfully to those of other speakers. !!
I can substitute an equivalent term for a word I can’t recall without distracting the listener. !!
Language Quality 1 2 3
I can express myself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder !!
a natural, smooth flow of language.
I can produce clear, smoothly-flowing, well-structured speech, showing control over ways of developing what I want !!
to say in order to link both my ideas and my expression of them into coherent text.
I have a good command of a broad vocabulary allowing gaps to be readily overcome with circumlocutions ; I rarely !!
have to search obviously for expressions or compromise on saying exactly what I want to.
I can consistently maintain a high degree of grammatical accuracy ; errors are rare and difficult to spot. !!
Writing 1 2 3
I can express myself in writing on a wide range of general or professional topics in a clear and user-friendly manner. !!
I can present a complex topic in a clear and well-structured way, highlighting the most important points, for example in !!
a composition or a report.
I can present points of view in a comment on a topic or an event, underlining the main ideas and supporting !!
my reasoning with detailed examples.
I can put together information from different sources and relate it in a coherent summary. !!
I can give a detailed description of experiences, feelings and events in a personal letter. !!
I can write formally correct letters, for example to complain or to take a stand in favour of or against something. !!
I can write texts which show a high degree of grammatical correctness and vary my vocabulary and style according !!
to the addressee, the kind of text and the topic.
I can select a style appropriate to the reader in mind. !!
12. Self-assessment Checklist
Language:
Level C2 2
3.6
Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your
teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that
you cannot yet do which you feel are important for you (Column 3 = Objectives).
Add to the list – perhaps with your teacher – other things that you can do, or that are important for
My objectives
your language learning at this level.
teacher/another
My
Use the following symbols:
Me
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level C2.
Listening 1 2 3
I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at !!
fast native speed, provided I have some time to get familiar with the accent.
Reading 1 2 3
I can recognise plays on words and appreciate texts whose real meaning is not explicit (for example irony, satire). !!
I can understand texts written in a very colloquial style and containing many idiomatic expressions or slang. !!
I can understand manuals, regulations and contracts even within unfamiliar fields. !!
I can understand contemporary and classical literary texts of different genres (poetry, prose, drama). !!
I can read texts such as literary columns or satirical glosses where much is said in an indirect and ambiguous way !!
and which contain hidden value judgements.
I can recognise different stylistic means (puns, metaphors, symbols, connotations, ambiguity) and appreciate !!
and evaluate their function within the text.
Spoken Interaction 1 2 3
I can take part effortlessly in all conversations and discussions with native speakers. !!
Spoken Production 1 2 3
I can summarise orally information from different sources, reconstructing arguments and accounts in a !!
coherent presentation.
I can present ideas and viewpoints in a very flexible manner in order to give emphasis, to differentiate and to !!
eliminate ambiguity.
Strategies 1 2 3
I can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it. !!
13. teacher/another
My objectives
Use the following symbols:
My
Me
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
Language Quality 1 2 3
I can express myself naturally and effortlessly; I only need to pause occasionally in order to select precisely the !!
right words.
I can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of expressions !!
to qualify statements and pinpoint the extent to which something is the case.
I have a good command of idiomatic expressions and colloquialisms with an awareness of implied meaning and !!
meaning by association.
I can consistently maintain grammatical control of complex language even when my attention is otherwise engaged. !!
Writing 1 2 3
I can write well-structured and easily readable reports and articles on complex topics. !!
In a report or an essay I can give a complete account of a topic based on research I have carried out, make a !!
summary of the opinions of others, and give and evaluate detailed information and facts.
I can write a well-structured review of a paper or a project giving reasons for my opinion. !!
I can write a critical review of cultural events (film, music, theatre, literature, radio, TV). !!
I can write summaries of factual texts and literary works. !!
I can write narratives about experiences in a clear, fluent style appropriate to the genre. !!
I can write clear, well-structured complex letters in an appropriate style, for example an application or request, an offer !!
to authorities, superiors or commercial clients.
In a letter I can express myself in a consciously ironical, ambiguous and humorous way. !!