Common European Framework Of Reference . - Cambridge English
Common European Framework ofReference for Languages (CEFR)Understanding and using the CEFRfor teaching and learning UCLES 2013
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Webinar overview Getting started with the CEFR What is the CEFR Who uses it and why Understanding the scales Putting the scales into practice UCLES 2013
Terminology CEFRCommon European Frameworkof Reference CFRCommon Framework ofReference CEFCommon European Framework(of reference) UCLES 2013
What is the CEFR? A framework that can be used to describelanguage ability in a consistent andstandard way regardless of language orlocation of instruction An overarching aim is to increasetransparency in language education UCLES 2013
The CEFR frameworkThe CEFR framework describes language ability at sixreference levels:C2C1B2B1A2A1 UCLES 2013
The CEFR frameworkThe CEFR framework describes language ability at sixreference levels:C2C1B2B1A2A1 UCLES 2013Basic user
The CEFR frameworkThe CEFR framework describes language ability at sixreference levels:C2C1B2B1A2A1 UCLES 2013Independent userBasic user
The CEFR frameworkThe CEFR framework describes language ability at sixreference levels:C2C1B2B1A2A1 UCLES 2013Proficient userIndependent userBasic user
Who uses the CEFR? Curriculum developersTeacher trainersTeachersLearnersExam boardsPublishers, etc. UCLES 2013
UCLES 2013
Uses of the CEFRThe CEFR can be used by language practitioners as thebasis for A. setting realistic learning targets for a particular group ofstudentsB. determining the language ability needed to do a particularactivitye.g. to do a particular job, study at a university in the language, etc.C. designing language testsD. comparing language qualifications (from differentcountries or languages)E. reflecting on and describing teaching practice UCLES 2013
How are the CEFR levels described?Most generalGlobalscale UCLES 2013Most detailedSelf-assessmentgridSpecification ofobjectives for eachlevel (the illustrativescales)
Global scale: familiarisation1. Can produce clear, detailed text on a wide range of subjects andexplain a viewpoint on a topical issue giving the advantages anddisadvantages of various options.A: Basic UserB: Independent UserC: Proficient User UCLES 2013
Global scale: familiarisation1. Can produce clear, detailed text on a wide range of subjects andexplain a viewpoint on a topical issue giving the advantages anddisadvantages of various options.2. Can interact in a simple way provided the other person talks slowlyand clearly and is prepared to help.A: Basic UserB: Independent UserC: Proficient User UCLES 2013
Global scale: familiarisation1. Can produce clear, detailed text on a wide range of subjects andexplain a viewpoint on a topical issue giving the advantages anddisadvantages of various options.2. Can interact in a simple way provided the other person talks slowlyand clearly and is prepared to help.3. Can express him/herself spontaneously, very fluently and precisely,differentiating finer shades of meaning even in more complexsituations.A: Basic UserB: Independent User UCLES 2013C: Proficient User
Global scale (see handout)Proficient UserIndependent UserCan understand with ease virtually everything heard or read. Can summarise information from different spoken andC2 written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herselfB2 his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interactionspontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herselfC1 fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectivelyfor 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.Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions inwith native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range ofsubjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.Can understand the main points of clear standard input on familiar matters regularly encountered in work, school,B1 leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Canproduce simple connected text on topics which are familiar or of personal interest. Can describe experiences andevents, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. veryBasic UserA2 basic personal and family information, shopping, local geography, employment). Can communicate in simple and UCLES 2013routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe insimple terms aspects of his/her background, immediate environment and matters in areas of immediate need.Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of aA1 concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such aswhere he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the otherperson talks slowly and clearly and is prepared to help.
Independent UserCan understand the main points of clear standard input on familiar mattersregularly encountered in work, school, leisure, etc. Can deal with mostsituations likely to arise whilst travelling in an area where the language isB1 spoken. Can produce simple connected text on topics which are familiar or ofpersonal interest. Can describe experiences and events, dreams, hopes &ambitions and briefly give reasons and explanations for opinions and plans.Basic UserDistinguishing between levelsCan understand sentences and frequently used expressions related to areas ofmost immediate relevance (e.g. very basic personal and family information,shopping, local geography, employment). Can communicate in simple andA2 routine tasks requiring a simple and direct exchange of information on familiarand routine matters. Can describe in simple terms aspects of his/herbackground, immediate environment and matters in areas of immediate need. UCLES 2013
Independent UserCan understand the main points of clear standard input on familiar mattersregularly encountered in work, school, leisure, etc. Can deal with mostsituations likely to arise whilst travelling in an area where the language isB1 spoken. Can produce simple connected text on topics which are familiar or ofpersonal interest. Can describe experiences and events, dreams, hopes &ambitions and briefly give reasons and explanations for opinions and plans.Basic UserDistinguishing between levelsCan understand sentences and frequently used expressions related to areas ofmost immediate relevance (e.g. very basic personal and family information,shopping, local geography, employment). Can communicate in simple andA2 routine tasks requiring a simple and direct exchange of information on familiarand routine matters. Can describe in simple terms aspects of his/herbackground, immediate environment and matters in areas of immediate need. UCLES 2013
Independent UserCan understand the main points of clear standard input on familiar mattersregularly encountered in work, school, leisure, etc. Can deal with mostsituations likely to arise whilst travelling in an area where the language isB1 spoken. Can produce simple connected text on topics which are familiar or ofpersonal interest. Can describe experiences and events, dreams, hopes &ambitions and briefly give reasons and explanations for opinions and plans.Basic UserDistinguishing between levelsCan understand sentences and frequently used expressions related to areas ofmost immediate relevance (e.g. very basic personal and family information,shopping, local geography, employment). Can communicate in simple andA2 routine tasks requiring a simple and direct exchange of information on familiarand routine matters. Can describe in simple terms aspects of his/herbackground, immediate environment and matters in areas of immediate need. UCLES 2013
Independent UserCan understand the main points of clear standard input on familiar mattersregularly encountered in work, school, leisure, etc. Can deal with mostsituations likely to arise whilst travelling in an area where the language isB1 spoken. Can produce simple connected text on topics which are familiar or ofpersonal interest. Can describe experiences and events, dreams, hopes &ambitions and briefly give reasons and explanations for opinions and plans.Basic UserDistinguishing between levelsCan understand sentences and frequently used expressions related to areas ofmost immediate relevance (e.g. very basic personal and family information,shopping, local geography, employment). Can communicate in simple andA2 routine tasks requiring a simple and direct exchange of information on familiarand routine matters. Can describe in simple terms aspects of his/herbackground, immediate environment and matters in areas of immediate need. UCLES 2013
The CEFR illustrative scales General scales Global scale Self-assessment grid across levels and skills UCLES 2013
The CEFR illustrative scales General scales Global scale Self-assessment grid across levels and skills UCLES 2013
Overview of the illustrative scales UCLES 2013
Language activities UCLES 2013
Language activities UCLES 2013
Language activities: Production UCLES 2013
Example speaking scalePUBLIC ANNOUNCEMENTSC2No descriptor availableC1Can deliver announcements fluently, almost effortlessly, using stress andintonation to convey finer shades of meaning precisely.B2Can deliver announcements on most general topics with a degree ofclarity, fluency and spontaneity which causes no strain or inconvenienceto the listener.B1Can deliver short, rehearsed announcements on a topic pertinent toeveryday occurrences in his/her field which, despite possibly very foreignstress and intonation, are nevertheless clearly intelligible.A2Can deliver very short, rehearsed announcements of predictable, learnedcontent which are intelligible to listeners who are prepared to concentrate.A1No descriptor available UCLES 2013
Language activities: Production UCLES 2013
Language activities UCLES 2013
Language activities: Reception UCLES 2013
Language activities: ReceptionWhich subscale is mostrelevant for a learner whoworks in a multi-nationalcompany and must attendmeetings in English? UCLES 2013
Language activities UCLES 2013
Language activities: Interaction UCLES 2013
Which subscale?A2 UCLES 2013Can discuss what todo in the evening, atthe weekend.
Which subscale?A2 UCLES 2013Can discuss what todo in the evening, atthe weekend.
Language activities UCLES 2013
Language strategies UCLES 2013
Language competences UCLES 2013
Vocabulary rangeC2Has a good command of a very broad lexical repertoire including idiomaticexpressions and colloquialisms; shows awareness of connotative levels of meaning.C1Has a good command of a broad lexical repertoire allowing gaps to be readilyovercome with circumlocutions; little obvious searching for expressions or avoidancestrategies. Good command of idiomatic expressions and colloquialismsB2Has a good range of vocabulary for matters connected to his/her field and mostgeneral topics. Can vary formulation to avoid frequent repetition, but lexical gaps canstill cause hesitation and circumlocution.B1Has a sufficient vocabulary to express him/herself with some circumlocutions onmost topics pertinent to his/her everyday life such as family, hobbies and interests,work, travel, and current events.A2Has sufficient vocabulary to conduct routine, everyday transactions involving familiarsituations and topics.Has a sufficient vocabulary for the expression of basic communicative needs.Has a sufficient vocabulary for coping with simple survival needs.A1 UCLES 2013Has a basic vocabulary repertoire of isolated words and phrases related to particularconcrete situations.
The self-assessment scale Self-assessment grid across levels and skills UCLES 2013
The self-assessment scale Self-assessment grid across levels and skillsI can understand the main points of clearstandard speech on familiar matters regularlyencountered in work, school, leisure, etc. I canunderstand the main point of many radio or TVprogrammes on current affairs or topics ofpersonal or professional interest when thedelivery is relatively slow and clear. UCLES 2013
Which level?A. A2B. B1C. B2I can understand the main points of clearstandard speech on familiar matters regularlyencountered in work, school, leisure, etc. I canunderstand the main point of many radio or TVprogrammes on current affairs or topics ofpersonal or professional interest when thedelivery is relatively slow and clear. UCLES 2013
Which level?ReceptiveListeningB1I can understand the main points of clearstandard speech on familiar matters regularlyencountered in work, school, leisure, etc. I canunderstand the main point of many radio or TVprogrammes on current affairs or topics ofpersonal or professional interest when thedelivery is relatively slow and clear. UCLES 2013
What the CEFR is and is not!Decide if the followingstatements are True or False UCLES 2013
What the CEFR is and is not!Decide if the statement is True or FalseThe CEFR scales should be used to describe, notto prescribe UCLES 2013
What the CEFR is and is not!Decide if the statement is True or FalseThe CEFR scales should be used to describe, notto prescribeTrue: The CEFR was developed as a planning tool UCLES 2013
What the CEFR is and is not!Decide if the statement is True or FalseThe CEFR scales can be a seal of approval UCLES 2013
What the CEFR is and is not!Decide if the statement is True or FalseThe CEFR scales can be a seal of approvalFalse: The CEFR can be used to provide evidence ofthe claims being made. UCLES 2013
What the CEFR is and is not!Decide if the statement is True or FalseThe CEFR scales cover all levels UCLES 2013
What the CEFR is and is not!Decide if the statement is True or FalseThe CEFR scales cover all levelsFalse: The scales are not exhaustive UCLES 2013
Why do I want to follow theCEFR scales in my teachingcontext? UCLES 2013
Here are some possible answers! Finding a common groundKnowing that my level B1 is your level B1For quality assuranceFor its influence UCLES 2013
Where do I go from here!Define your context and your learners Become familiar with the scales Select the relevant scales for your contextand learners Adapt, refine or extend descriptors to fityour context Refer to the levels when developinglessons or assessing your learners UCLES 2013
Putting the scales intopractice UCLES 2013
Can Do statements – Reading (A2)A. I can understand everyday signs andpublic notices (e.g. on the street, inshops, hotels, railway station).B. I can understand instructions whenexpressed in simple language (e.g. howto use a public telephone).C. I can identify key information in shortnewspaper/magazine reports. UCLES 2013
Benefits of using Can Do statementsin the classroom UCLES 2013
Benefits of using Can Do statementsin the classroom1. They suggest areas that students need to workon. UCLES 2013
Benefits of using Can Do statementsin the classroom1. They suggest areas that students need to workon.2. They give a clear indication of progress ifreferred to regularly.3. They allow teachers and learners to monitorproblem areas.4. They give a sense of achievement.5. They can themselves be a learning resource. UCLES 2013
Can Do statements – Reading (A2)1.I can understandeveryday signs andpublic notices.2. I can understandinstruction whenexpressed insimple language. UCLES 20133. I can understandbasic information inshort newspaper/magazinereports.
Can Do statements – Reading (A2)Can Do statementsCan Do1. I can understand everydaysigns and public notices 2. I can understand instructionswhen expressed in simplelanguage. x3. I can identify key information inshort newspaper/magazinereports3 March 2013 UCLES 2013
Can Do statements – Reading (A2)Can-do statements1. I can understandeveryday signs and publicnotices2. I can understandinstructions whenexpressed in simplelanguage.3. I can identify keyinformation in shortnewspaper/magazinereports UCLES 2013My learningtargetI can dothisSomeone elseconfirms thatI can do this
Can Do statements – Reading (A2)Can Do statementsWith a lot ofhelpWith a littlehelpWithout help1. I can understand3 March 2013everyday signs and publicnotices21 March20134 April 20132. I can understandinstructions whenexpressed in simplelanguage.14 January201312 February20133 March 20133. I can identify keyinformation in shortnewspaper/magazinereports12 February20133 March201321 March 2013 UCLES 2013
A learner contract UCLES 2013
Activities for the classroom To link to can-do statements UCLES 2013
Can Do statements – Reading (A2)A. I can understandeveryday signs andpublic noticesB. I can understandinstructions whenexpressed in simplelanguage.C. I can identify keyinformation in shortnewspaper/magazinereports UCLES 2013
Can Do statements – Reading (A2)A. I can understandeveryday signs andpublic noticesB. I can understandinstructions whenexpressed in simplelanguage.C. I can identify keyinformation in shortnewspaper/magazinereports UCLES 2013
Can Do statements – Speaking (A2) UCLES 2013
Can Do statements – Speaking (A2)A. I can participate in shortconversations in routinecontexts on topics ofinterest.D. I can get simplepractical information(e.g. in shops, postoffices, railwaystations) and ordersomething to eat ordrink. UCLES 2013B. I can expresswhat I feel insimple terms,and expressthanksappropriately.C. I can discuss what todo, where to go, makearrangements to meet(e.g. in the evening, atthe weekend).
Can Do statements – Speaking (A2)A. I can participate in shortconversations in routinecontexts on topics ofinterest.D. I can get simplepractical information(e.g. in shops, postoffices, railwaystations) and ordersomething to eat ordrink. UCLES 2013Give out calendars,do a group mingle.Students plan their social lifefor the next week, byarranging to do things with atleast five other studentsC. I can discuss what todo, where to go, makearrangements to meet(e.g. in the evening, atthe weekend).B. I can expresswhat I feel insimple terms,and expressthanksappropriately.
Can Do statements – Speaking (A2)A. I can participate in shortconversations in routinecontexts on topics ofinterest.D. I can get simplepractical information(e.g. in shops, postoffices, railwaystations) and ordersomething to eat ordrink. UCLES 2013With a partner, talk about youreveryday life.Name
Global scale: familiarisation 1. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. 2. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. 3. Can express him/herself spontaneously .
- common aspects of European cultures, heritage and history as well as European integration and current European themes European artists and transnational cooperation with operators from different countries, including other ECOCs. A strategy to attract the interest of a broad European public. Culture European dimension
Rosamond Ben. (2000) Theories of European Integration. The European Union Series. Palgrave; Pierson P. The Path to European Integration: A Historical Institutional Analysis (1996). The European Union. Readings on the Theory and Practice of European Integration, Nelsen B.F. and Alexander C – G. Stubb (eds.), Palgrave, 1998; Marks G., Hooge L., Blank K. European Integration from .
2 NorthStar Listening & Speaking 2, 4th Edition The Global Scale of English and the Common European Framework of Reference The Global Scale of English is a standardized, granular scale from 10 to 90 which measures English language proficiency. It is aligned with the Common European Framework of Reference (CEFR). Unlike
2 NorthStar Reading & Writing 5, 4th Edition The Global Scale of English and the Common European Framework of Reference The Global Scale of English is a standardized, granular scale from 10 to 90 which measures English language proficiency. It is aligned with the Common European Framework of Reference (CEFR).
2 NorthStar Reading & Writing 5, 4th Edition The Global Scale of English and the Common European Framework of Reference The Global Scale of English is a standardized, granular scale from 10 to 90 which measures English language proficiency. It is aligned with the Common European Framework of Reference (CEFR). Unlike
Ben Rosamond Theories of European Integration Forthcoming Laurie Buonanno and Neill Nugent Policies and Policy Processes of the European Union Mette Eilstrup Sangiovanni (ed.) Debates on European Integration: A Reader Philippa Sherrington Understanding European Union Governance Also planned The Political Economy of the European Union SeriesStanding Order (outside North America only) ISBN 0 .
European Capitals of Culture 2020 - 2033 Guide for cities preparing to bid December 2014 4 The European Capitals of Culture action By 2019 60 cities would have held the title of European Capital of Culture. (Until 2001 it was the European City of Culture). It is often called the flagship cultural initiative of the European Union.
the European Society of Cardiology (ESC) Developed with the special contribution of the European Heart Rhythm Association (EHRA) Endorsed by: European Academy of Neurology (EAN), European Federation of Autonomic Societies (EFAS), European Federation of Internal Medicine (EFIM), European Union Geriatric Medicine Society
