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.

1. What are can-do
statements, why do we
want to use them, and
how do we do it?

2. What are can do
statements?
• Things that a student (I) can do in
English
• “I can understand short conversations
about familiar topics (e.g. hobbies,
sports, club activities), provided they are
delivered in slow and clear speech.
• ”

3. CEFR-J Listening
A1.2
I can understand short
conversations about
familiar topics (e.g.
hobbies, sports, club
activities), provided they
are delivered in slow and
clear speech.
趣味やスポーツ、部活動
などの身近なトピックに
関する短い話を、ゆっく
りはっきりと話されれば
、理解することができる
。

4. An example of a short conversation about a
familiar topic
(Graham-Marr, Alastair. (2013). Communication Spotlight, High Beginner
Tokyo: ABAX)

5. Can-do statements are
learning objectives that
are:
clear
easily understandable
achievable

6. CEFR
Common European Framework
of Reference
Levels
A1 A2 B1 B2 C1 C2

7. Proficient
User
C2
Can understand with ease virtually everything heard or read.
Can summarise information from different spoken and written sources, reconstructing arguments
and accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of
meaning even in more complex situations.
C1
Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
Can express him/herself fluently and spontaneously without much obvious searching for
expressions.
Can use language flexibly and effectively for social, academic and professional purposes.
Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of
organisational patterns, connectors and cohesive devices.
Intermediate
User
B2
Can understand the main points of clear standard input on familiar matters regularly encountered
in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an
area where the language is spoken. Can produce simple connected text on topics, which are
familiar, or of personal interest. Can describe experiences and events, dreams, hopes &
ambitions and briefly give reasons and explanations for opinions and plans.
B1
Can understand the main points of clear standard input on familiar matters (school, work etc).
Can deal with most situations likely to arise whilst travelling
Can produce simple connected text on topics, which are familiar, or of personal interest.
Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.
Basic User
A2
Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g. very basic personal and family information, shopping, work).
Can communicate in simple an routine tasks requiring a simple and direct exchange of
information.
Can describe in simple terms aspects of his/her background, immediate environment and matters
in areas of immediate need.
A1
Can understand and use familiar everyday expressions and very basic phrases
Can introduce him/herself and others
Can ask and answer questions about personal details such as where he/she lives, people he/she
knows and things he/she has
(provided the other person talks slowly and clearly and is prepared to help)

8. Basic User
A2 Can understand sentences and frequently used
expressions related to areas of most
immediate relevance (e.g. very basic personal and
family information, shopping, work).
Can communicate in simple and routine tasks
requiring a simple and direct exchange of
information.
Can describe in simple terms aspects of his/her
background, immediate environment and matters in areas
of immediate need.
A1 Can understand and use familiar everyday
expressions and very basic phrases
Can introduce him/herself and others
Can ask and answer questions about personal details
such as where he/she lives, people he/she knows and
things he/she has
(provided the other person talks slowly and
clearly and is prepared to help)

9. Intermediate
User
B1 Can understand the main points of clear
standard input on familiar matters (school, work
etc).
Can deal with most situations likely to arise whilst
travelling
Can produce simple connected text on topics which
are familiar, or of personal interest.
Can describe experiences and events,
dreams, hopes & ambitions and briefly give
reasons and explanations for opinions and plans.

10. Why do we want to use can-do
statements for course
objectives?
Why don’t we just use
TOEIC?

11. TOEIC students need
• time (at least 4 times a week every year)
180hrs p.a. = 360 hrs/ 2yrs, 720 hrs/4
yrs
• energy - they have to be willing to
work hard, to talk, read, write, to
make mistakes
• motivation - from inside themselves,
and from outside - we have to
push them

12. Other students need
• intensive exposure (4 times a week for
one year instead of 2 times for two
years - 180 hrs)
• to lose their fear of English
• to have achievable and meaningful
goals

13. TOEIC objectives are appropriate for
higher level students and those who
are motivated to achieve a useful
TOEIC score (600 ++)
Most students will see little increase in
TOEIC scores, but can see
improvement through can-do
statements

14. What do we need to
do?
the teachers need to ....
• agree to achievable and meaningful
goals - teach to ‘can-do’ standards (the
European framework - Japan)
• choose textbooks that address these
standards

15. the Language Centre needs to ....
• trial can-do statements
• produce or collect materials
• recommend (or require?) textbooks
• support teachers in standardising
assessment
• get rid of distinction between Japanese
and non-Japanese teacher roles

16. Opinions please
• can-do statements
• support from Language Centre
• required texts or recommended texts?