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Summary Cefr

The document defines the CEFR (Common European Framework of Reference) levels for describing language proficiency. It describes the levels for written (A1 to C2) and spoken language (A1 to C2) abilities, with C2 being the highest level of proficiency. The document also discusses competences, which are the tools and skills language users draw on to perform communicative activities. Competences can be divided into reception, production, interaction and mediation. The relationship between activities and competences is also explained, with competences providing the resources to carry out language activities.

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235 views

Summary Cefr

The document defines the CEFR (Common European Framework of Reference) levels for describing language proficiency. It describes the levels for written (A1 to C2) and spoken language (A1 to C2) abilities, with C2 being the highest level of proficiency. The document also discusses competences, which are the tools and skills language users draw on to perform communicative activities. Competences can be divided into reception, production, interaction and mediation. The relationship between activities and competences is also explained, with competences providing the resources to carry out language activities.

Uploaded by

api-318797785
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CEFR

Is defined in the CEFR as a description of what a language user or learner is able


to do with a language
C2 Write clear, effective style and a logical structure which helps the reader to find
significant points.
C1 well-structured texts of complex subjects, underlining the relevant salient
issues, expanding and supporting points of view at some length with subsidiary
points, reasons and relevant examples, and rounding off with an appropriate
conclusion.
B2 Detailed texts on a variety of subjects related to his/her field of interest,
synthesizing and evaluating information and arguments from a number of
sources.
B1

Straightforward connected texts on a range of familiar subjects within his field


of interest, by linking a series of shorter discrete elements into a linear
sequence.
A2 Write a series of simple phrases and sentences linked with simple connectors
like and, but and because.
A1 Write simple isolated phrases and sentences.

Competences
In order to carry out these activities, language users and learners use a range of
competences, which is the second major metacategory in the CEFR.

The relationship between activities and competences


Competences can be viewed as toolboxes from which the user draws the
resources to carry out activities but which are modified and added to by the
communicative process. Understanding this distinction between the two categories
of descriptor is essential for steering the process of teaching and learning
languages.

Communicative language activities


Look at activities in a bit more detail, first of all to point out that they can be
Divided into reception, production, interaction and mediation each of which can be
accomplished orally or in writing, or in a combination of speaking and writing.

Communicative competences
Competence is a set of areas of knowledge, or aptitudes and skills and of attitudes
and existential competences .The proportion of knowledge, skill and savoir tre
will, of course, vary from one competence to another.

Questions
Which information in the presentation and in the experience of workshop 1 do you
consider will be most useful? Why?
R//The most useful are the activities and the characteristics that the document
describes, because this activities help us to work with slow level of the students.
How do you plan to use them?
R// I plan to use them in my practice
What tasks related to the information will you be able to include for participants in
your future training programmers?
R// I include games for making the class more fun
How can you teach activities and competences?
R// by making an example to the kids to understands better.
What is their place and role in the learning process?
R// for the kid is participate and work in all the activities
For teacher is to make the lesson plan and doing the activities with the students
How do you envisage the interface between activities and competences?
R//
What do you think will be the role of conscious learning and what will be acquired
by practice in the two categories?
R// the role of conscious could be when the kid learn practicing.

What are the methodological options for the learning / acquisition of vocabulary
and grammar in the context of the ELP?
R// explicit descriptions, data, and operations ; vocabulary and grammar is very
important to acquire and learn for uses to have a good communication
When can you say that a communicative language activity has been mastered?
R// when the student can express herself using complicated words and having
fluency.
How can teachers develop learner awareness of the two metacategories (activities
and competences) and help them to understand them?
R// creating activities for student to prepare better when they use the language

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