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CHAL 02 Common European Framework of Reference PDF

The document discusses the Common European Framework of Reference for Languages (CEFR). It describes the CEFR as a system for describing language levels and competencies so that students learning different languages can be measured against a common scale. Key points made include that the CEFR has six levels from A1 to C2, and it divides language skills into reception, interaction, and production categories. The document also notes that self-assessment is an important part of the CEFR and can help motivate students by showing them what they can already do.

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Kremena Koeva
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55 views1 page

CHAL 02 Common European Framework of Reference PDF

The document discusses the Common European Framework of Reference for Languages (CEFR). It describes the CEFR as a system for describing language levels and competencies so that students learning different languages can be measured against a common scale. Key points made include that the CEFR has six levels from A1 to C2, and it divides language skills into reception, interaction, and production categories. The document also notes that self-assessment is an important part of the CEFR and can help motivate students by showing them what they can already do.

Uploaded by

Kremena Koeva
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Common European Framework Write a postcard.

As an objective for the Unit, it tells the


students what they are going to do. As a review at the end
of Reference for Languages of the Unit, it tells students what they have done, or more
In this Unit we will: importantly what they can do.
XXConsider what the CEFR is
Self-assessment within the CEFR
XXIdentify the connections between the CEFR and New The objectives for each skill at each level within the CEFR
Challenges 2 are used to provide students with a checklist of what they
can do. In this way students develop their ability to assess
Languages within the CEFR
their own progress and development: self-assessment. It
The Common European Framework of Reference for
is also very motivating for elementary students to realise
Languages is a system of describing different language
there are things they can do. Often they are depressed by
levels and competences. This means that students studying
how much there is to learn and what they can’t do. Self-
different languages, for example Spanish and German, in
assessment is particularly important for teenage students
different countries can share a common and agreed level
who are developing their metacognitive skills, their ability to
of competence. The Common European Framework helps
think about their own thoughts. Self-assessment promotes
teachers to plan their teaching and to match their students’
independence and confidence in students.
progress and level to a Europe-wide system. The Common
European Framework is also important for assessment. Task: have a look at the learner diary in the Photocopiable
Different international language examinations are linked Resources section of New Challenges 2. How can this help
to levels within the Framework. This means that students, students to self-assess and become more aware of their own
teachers and employers can link examinations to specific progress and development.
level descriptions as provided in the Framework.
Over to you!
Levels within the CEFR Here is an idea to help you develop your understanding of the
Descriptions of different language levels are phrased in the Common European Framework of Reference for Languages:
form of can do statements. They state what students can do
TP Look at the website for the Common European Framework
at each level. There are six levels: A1 is the lowest, C2 is the
on www.coe.int, click on levels and find the sections which
highest.
describe learners at A2 level. Focus on the self-assessment grid for
A1 Basic User. This is the lowest level which is described the different language skills. Think how you might adapt these
within the Framework. It is also described as and use them with your students. Note down your ideas in your
Breakthrough Level. New Challenges 1 covers all the key teacher portfolio.
objectives of this level.
A2 Basic User. This is also described as Waystage Level.
New Challenges 2 covers all the key objectives of this level.
B1 Independent User. This is also described as Threshold Level.
New Challenges 3 covers some of the objectives of this level.
B2 Independent User. This is also described as Vantage Level.
New Challenges 4 covers some of the objectives of this level.
C1 Proficient User. Learners at this level are also described
as having Effective Operational Proficiency.
C2 Proficient User. Learners at this level are also described
as having Mastery.
Categories within the CEFR
Level descriptions are divided into three main categories or
areas: Reception (Listening & Reading), Interaction (Spoken &
Written), Production (Spoken & Written). There are descriptions
within the CEFR of what students are expected to be able to
do at each level in each of these three areas. You will notice
that the objectives for each Module of New Challenges 2
also always include the four main skills, Listening, Speaking,
Reading, Writing. At elementary level it’s difficult to separate
Spoken Interaction from Spoken Production so the word
Speaking is used to cover both in New Challenges 2.
Objectives within the CEFR
The level descriptions within the CEFR are also called
competences or objectives. The objectives in New Challenges
2 are written in a similar way to the objectives in the CEFR.
Have a look at the objectives on page 83 of New Challenges
2. You will notice that these objectives are all phrased
42 as things students are going to do/can do. For example:

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