Transcript CEF (Common European Framework): The basis of the new

CEF (Common European Framework): The basis of
the new course book development in Iran. Theory and
Basis
Education office, Evaz district, autumn 1393
Presenter: Rahmanpour
What is the European framework?
 It is a means and basis for:
Syllabus design
2. Curriculum guidelines
3. Examination
4. Textbook
1.
Action Oriented Approach
 What is action oriented approach?
 It consider students as “social agents”
 members of society who have tasks (not exclusively languagerelated) to accomplish in a given set of circumstances, in a specific
environment and within a particular field of action.
Features it takes into account
 competences: they are the sum of knowledge, skills and
characteristics that allow a person to perform actions.
 General: are those not specific to language, but which are called
upon for actions of all kinds, including language activities.
 Communicative: are those which empower a person to act using
specifically linguistic means.
 Context: refers to the constellation of events and situational
factors (physical and others), both internal and external to a
person, in which acts of communication are embedded.
Features continued.
 Language activities: involve the exercise of one’s communicative language
competence in a specific domain in processing one or more texts in order to
carry out a task.
 Receptive
 Productive
 Interaction
 Mediation (translation and interpretation)
 Language processes: refer to the chain of events, neurological and
physiological, involved in the production and reception of speech and writing.
 Text is any sequence or discourse (spoken and/or written) related to a
specific domain and which in the course of carrying out a task becomes the
occasion of a language activity, whether as a support or as a goal, as product
or process.
Features Cont.
 Domain refers to the broad sectors of social life in which
social agents operate. A higher order categorization has
been adopted here limiting these to major categories
relevant to language learning/teaching and use
 Educational
 Occupational
 public
 personal domain.
Task
 A task is defined as any purposeful action considered by an
individual as necessary in order to achieve a given result in
the context of a problem to be solved, an obligation to fulfill
or an objective to be achieved.
 This definition would cover a wide range of actions such as
moving a wardrobe, writing a book, obtaining certain
conditions in the negotiation of a contract, playing a game of
cards, ordering a meal in a restaurant, translating a foreign
language text or preparing a class newspaper through group
work.
CEF levels
 Breakthrough
 Waystage
 Threshold
 Vantage
 Effective Operational Proficiency
 Mastery
The scheme
B
Independent
User
A
Basic user
A1
Breakthrough
A2
Waystage
B1
(Threshold)
B2
(Vantage)
C
Proficient
user
C1
(Effective
Operational
Proficiency)
C2
Mastery
Goals
A1
Can understand and use familiar everyday expressions and
very basic phrases aimed at the satisfaction of needs of a
concrete type.
2. Can introduce him/herself and others and can ask and
answer questions about personal details such as where
he/she lives, people he/she knows and things he/she has.
3. Can interact in a simple way provided the other person
talks slowly and clearly and is prepared to help.
1.
A2
Can understand sentences and frequently used expressions
related to areas of most immediate relevance (e.g. very
basic personal and family information, shopping, local
geography, employment).
2. Can communicate in simple and routine tasks requiring a
simple and direct exchange of information on familiar and
routine matters.
3. Can describe in simple terms aspects of his/her
background, immediate environment and matters in areas
of immediate need.
1.
B1
Can understand the main points of clear standard input on
familiar matters regularly encountered in work, school,
leisure, etc.
2. Can deal with most situations likely to arise whilst
travelling in an area where the language is spoken.
3. Can produce simple connected text on topics which are
familiar or of personal interest.
4. Can describe experiences and events, dreams, hopes and
ambitions and briefly give reasons and explanations for
opinions and plans.
1.
B2
Can understand the main ideas of complex text on both
concrete and abstract topics, including technical discussions
in his/her field of specialization.
2. Can interact with a degree of fluency and spontaneity that
makes regular interaction with native speakers quite
possible without strain for either party.
3. 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.
1.
C1
Can understand a wide range of demanding, longer texts,
and recognize implicit meaning.
2. Can express him/herself fluently and spontaneously
without much obvious searching for expressions.
3. Can use language flexibly and effectively for social,
academic and professional purposes.
4. Can produce clear, well-structured, detailed text on
complex subjects, showing controlled use of organizational
patterns, connectors and cohesive devices.
1.
C2
Can understand with ease virtually everything heard or
read.
2. Can summarize information from different spoken and
written sources, reconstructing arguments and accounts in
a coherent presentation.
3. Can express him/herself spontaneously, very fluently and
precisely, differentiating finer shades of meaning even in
more complex situations.
1.