8/12/2019 CEFR Poster Good Resolution

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CEFR Salient Characteristics: Reception

Setting Action What isunderstood Source Restrictions

C1 Abstract and complextopics encountered insocial, academic andprofessional life, whetherornot theyrelate to ownfield/speciality

Follow, maybe witha little

difficulty

Filmswith a considerable degree ofslang and idiomatic usage

Poorqualit y, audiallydisto rted publican nouncements

Mayoccasionallyneed to:

confirm details(withd ictionary,from speaker) if

outside field

re-read difficult sections Understand Finerpointsofdetail

Implied aswell asstated opinions

A wide range of idiomatic expres-

sionsand colloquialisms

Registershifts

Implied attitudesand relationships

Lengthy, complextextsof variouskinds

Extended speech lectures, discussions, debates-evenwhennot clearlystructured

Complexinteractionsbetweenthird partiesininteractionand debate

A wide range of recorded and broadcast texts, inclu ding some

non-standard

Anycorresponden ce

B2+ A wide range of familiarand unfamiliartopicsencountered in social,academicandprofessional life

Follow, maybe witha

little ,difficulty Animated conversation between native speakers Standard, non-idiomatic:

Adequate discourse structure

Low background noise

Mayoccasiona llyneed to confirm details

(withd ictionary, from speaker)

ifoutside field ifabove conditionsnotmet

Understand Spokenlang uage, live broadcast

Specialised texts(highly specialised ifwithin field)

B2 Reasonablyfamiliarconcrete and abstracttopicsrelated to field ofinterest/speciality

Follow, maybe witha littledifficulty

Muchofwhat issaid Discussionarou nd him/herb ynative speakers Standard Clearlysignpost ed/signalled withexplicit markers

Ifnative speakerstalk ing togethermodify language

Ifcan re-read difficult sections

Scanquickly Relevance

Whethercloserstudyisworthwhile

Specific details

Long and complextexts

Newsitems, articlesand reports

Understand (witha large

degree ofind ependence) Mainideas

Essentials/essential meaning

Complexlinesof argument

Speaker/writermoo d, tone etc.

Extended speech:lectures, talks, presentations, reports, discussions

Propositionally and linguistically complextext

Technical discussions;le ngthy, complexin structions; detailson conditions

orwarnings

MostTV and current affairs programmes

TV documentaries, interviews, talkshows, highly specialised sources

Announcements and messages

Mostradio document aries, recorded audio materials

Correspondence

B1+ Commoneverydayorjob-related topics

Topicsinhis/herfield of

(personal) interest

Follow, thoughnot necessar-

ily indetail Line ofargument intreatment of

the issue Argumentative text Standard (Familiaraccen t)

Straightforward

Clearlysignpost ed/signalled withexplicit markers

Scan Desired information Longertexts

Different texts, different partsofa text

Understand Straightforward factual information

content

General message

Maincon clusions

Specificd etails

Argumentative text

Lecturesand talkswithinownfield

Large part ofmanyTV programmes: interviews, short lectures, news

reports

Majorityof recorded and broadcast audio material

CEFR Assessment Tasks SIP: Reading and Listening Task TemplatesCEFR TASK COLLECTION WORKED SCENARIOS

CEFR Salient Characteristics: Reception(continued)

Setting Action What isunderstood Source Restrictions

B1 Familiartopicsregularlyencountered in a school,workorleisure context

Topicsinhis/herfield of(personal) interest

Follow, thoughnot

necessarily indetail

Significant points Extended discussionaround him/her

Manyfilmsinwhichvisualsand actioncarrymuchofthe storyline

TV programmes:interviews, short lectures, newsreports

Straightforward newspaperarticles

Clear

Standard

Straightforward

Relativelyslow

Understand with satisfactory

comprehension Mainpoints

Relevant information

Straightforward factual texts

Short narratives

Descriptions ofevents, feelings, wishes

Detailed directions

Short talks

Radio newsbulletins and simplerrecorded materials

Everydaywritten materials: letters, brochures, short official documents Simple technical informatione.g. operating instructions

A2+ Familiartopicsofaoncrete type

Identify Mainpoints TV news itemsreporting events, accidentsetc. inwhichvisualssupport

the commentary Clearlyand slowlyarticulate d

Understand enough to meet

needs Basictypes ofstand ard letters, faxes(enquiries, orders, confirmations)

Short textswith simpler, high frequencyeveryday and job-related

language

Regulations, e.g. Safety

Expressed in simple language

A2 Predictable everydaymatters

Areasof mostimmed iate

priority:basic personal,family, shopping, localarea, employment

Identify Specific, predictable information

Topic ofdiscu ssion

Changesoftopic

An idea of the content

Simplereveryday material:ad vertisements, menus, reference lists,

timetables, brochures, letters

Discussionarou nd him/her

Short newspaper articlesdescribin g events

Factual TV newsitems

Clearlyand slowlyarticulate d

Understand Mainpoint

Essential information

Short simple textsco ntaining the highest frequency vocabularyinclud ing a

proportion ofshared international vocabularyit ems

Simple directions relating to how to get from A to B

Simple clearmessages, announcements, recorded passages

Simple instructions onequ ipment encountered ineveryday life (e.g.

telephone)

Short simple personal letters

Everydaysigns and notices: directions, instructions, hazards

A1 The most commonevery-daysituat ions

Identify Familiarwords, phrases, names

An idea of the content

Simple notices

Simplerin formational material

Veryslow, carefully articu lated, with long pauses to

allow assimilationofmeaning

Familiarnames, wordsand basicphrases

A chance to re-read/get repetition Understand (Mainpoint) Veryshort simple t extswith visual support, a single phrase at a time:

messagesonpostcards directions descriptions

CEFR RECEPTION - MICRO-ACTIVITIESACROSSLEVELS

A1 A2 B1 B2 C1 C2

Recognise familiar names,wordsandverybasicphrases

specificinforma-tioninlists,reference works

changesin topic

useful information relevant facts and

information

whichpart(s) ofthe text(s)isrelevant to thepurpose

a changeof direction, styleor

emphasis different formulationof the

sameideas

whichpart(s) ofthe text(s)isrelevant to thepurpose

highlightingofthe most

important points variationof stylefor effect registershifts what will comenext.

the social, political or historicalbackground of a literary text

irony

subtledistinctions ofstyle hidden value judgements understatement irony andsarcasm

Processwith

accompany-ingtext

figures/numbers an image asign/symbol timetable calendar contactdetails town map

figures/numbers diagrams

(equipment) organigrams mapor plan

diagrams (object,

machine,organism) tables pie charts etc.

charts graphs diagrams (flowcharts,

classifications,contrasts)

complex,specialised diagrams,

charts and graphs

Distinguish mainpoint / relevantfacts and informationfromspecific details

mainpoints fromrelevantsupportingdetail /arguments/examples

such supporting arguments andmore precise information from a

digression aspects reported as facts from those

reported as opinion

mainpoint fromsupporting arguments sub-themes details examples

Understand info aboutpeople

times, locations simplemessages basicinforma-

tion

anidea oftheoverallmeaning

well-signalledmainpoints

essential/

most importantinformation

Specifically

requiredinformation

mainpoints/ mostimportantinformation

Relevant factual information

an explicitly signalled

lineof argument mainconclusions specificdetails

mainideas essentials/essential meaning

explicitly stated pointsof view,

opinionsand complexlines ofargument

expressed,specific attitudes specificdetails

moodandtoneexplicitly expressedin the text

attitude,mood, intentions implicit meanings, ideasand

connections impliedas wellas stated

opinions implied, indirectand ambiguous

relationships useofhumour implicit cultural references

impliedattitudes nuances andfiner shadesof

meaningand differentiation impliedopinions implied, indirectand

ambiguous relationships metaphors,symbols,

connotations,and theirfunction within the text

very colloquial style useofhumour

plays on words, puns

satire and its function

Brian North 06.02.11 Bold= CEFR; Italic = ELP descriptors (Swiss/EAQUALS/ALTE;or Can Do SIP2007). Normal print = additions not from CEFR

CEFR contentis summarized in these charts, plus in a Teachers Guide giving advice on text types, text and task features,item types etc. for each level.

CEFR Descriptor Mi cr o- act ivi ti es T ex t f eat ur es T as kf ea tu res / Ite mtypes

Example

A1 I can understand short simple message on

postcards, for example holiday greetings

I can write asimple postcard (for example

holiday greetings)

Recognise familiar names,words and very basicphrases

Understand

info about people simple messages

Very shortsimple texts Visual support Familiar names,words and

basic phrases Separate,short independent

phrases

Info transfer Gap fill Open Questions

Find info on weather,place,activities,family or

companion,accommodation,

impression Guided writing (follow

model)

3 connected tasks. Find 10 pieces of

information in a postcard Write long answers to a

series of questions aboutthe postcard,and about

your lastholiday Use thatinformation to

write asimple postcard

A1 I can understand aquestionnaire (entrypermit form,hotel registration) wellenough to give the mostimportant

information about myself (name,surname,date of birth, nationality)

I can fill in a questionnaire with mypersonal details (job,age, address,hobbies)

I can give personal information (address,telephone number, nationality,age, family

and hobbies)

Recognise familiar names,words and very basicphrases

Understand informationabout people

Short- Maximum A5 size Simple and direct Familiar names,words and

basic phrases

Info transfer Gap fill Find info on nationality,

job,hobbies Guided writing (form)

3 connected tasks: Find 3 pieces of

information in a completedquestionnaire and completethe table / gaps in

sentences Fill in aform with your own

personal information Give personal information

(spoken).

A1 I can locate aconcert or afilm oncalendars of public events or posters and

identify where ittakes place and at whattime itstarts.

Recognise familiar names,words and very basic

phrasesUnderstand

times,locations

Visual support

Familiar names,words and

basic phrases Separate,short independent

entries

Info transfer

Gap fill on Find info on event,time,

location, price

2 connected tasks:

Find 3 pieces of info on aposter or listof scheduled

events Ask colleague:

if he/she wouldlike togoout

to which event when and where to

meet

A1 Reading Task CollectionREADING & WRITING & SPEAKING ASSESSMENT: FORMS OVERVIEW A1DOMAIN CONTEXT TASKS ACTIVITIES TEXTS

Personal HolidayHotel(Fitness) Club

School

Find information in a completed questionnaire Fill in aform with your own personal

information Give personal information

Readingfor Orientation:Scaneveryday material for specific informationWriting: Fill in aform with your personal

informationSpoken:Introduce yourself and givepersonal information

Forms:hospital, fitness,school, hotel,

LEVEL A1

CAN-DOS*I can understand aquestionnaire (entry permit form,hotelregistration)well enough to give the most important informationabout myself (name,surname, date of birth, nationality)

I can fill in a questionnaire with my personal details (job, age,

address,hobbies)I can give personal information (address, telephone number,

nationality, age, family and hobbies)

MICROACTIVITIES*

RECOGNISE familiar names,words and very basic phrases

U ND ER ST AN D i nf or ma ti on a bo ut p eo pl e

TEXTFEATURES* shortform- Maximum A5 sizesimple and direct

familiar names,words and basic phrases

CRITERIA*

(Writing& Speaking)

MessagePrecision

Communicate whatis needed in asimple and direct exchange ofvery limited information:

Accuracy Uses simple words or basic phrases learnt for this specific situationcorrectly

Pronunciation/Orthograp-hy

Reasonable phonetic/spelling accuracy (but notnecessarily fullystandard pronunciation/orthography) /

Linking Use and

COMPETENCES

STRATEGIC Using known words to locate the right partof thetextRecognize prompton the forms

PRAGMATIC

Functional

Discourse

Personal details

Recognising texts by layoutNavigating by layout

LINGUISTIC Grammatical

Lexical

Orthographic

Very simple phrases:I am,I like, Ilive,Ihave,

Masculine/feminine

Family,nationality,job, hobbies,personal details

Entering details correctly

* Content From CEFR scales and/or Swiss EAQUALS-ALTE Portfolio in normal printElaborated content (e.g. Micro-activities chart) in italics

READING & WRITING & SPEAKING ASSESSMENT: FORMS IMPLEMENTATION A1

TASK 1 READING

GENERALDESCRIPTION Find 3 pieces of information in a completed questionnaire and complete the table /gaps in sentences

SOURCES Forms:hospital,f itness,school, web shopping portals,local government,social services,

TEXTFEATURES

AUTHENTICITY With very minor adaptation (e.g.use only relevant section in aform )

L EN GT H F or m: m ax A5 in si ze / ha lf an A4 pa ge

VISUAL SUPPORT Layout,titles

ITEMTYPE /NUMBERInfo transfer: name, address,age, ( nationality),family (job),phone number, (hobbies).Info required on the three areas hereshown in boldand brackets

Gap fill: name,address, age, (nationality),family (job), phonenumber, (hobbies)

TASK RUBRIC Look at the completed form and find the information to complete

the table.

Look at the completed form and find the information to complete

the sentences.

TIME 10 minutes 10 minutes

MARK SCHEME 2 marks per item (2 if copied fully correctly) (3 items = 6 marks) 2 marks per item (2 if copied fully correctly) (3 items = 6 marks)

TASK 2 WRITING

GENERALDESCRIPTION Fill in aform with your own personal information. Dictionaries allowed

ITEMTYPE /NUMBERVery guided writing (form)approximately 8 entries

TASK RUBRIC Fill in this form with information aboutyou.

TIME 10 minutes

MARK SCHEMEMessage precision:/3.3: all necessary info on suggestion;2: 1 aspectmissing; 1: faulty message; 0:incoherent

Accuracy: / 1. Orthography:/1 Linking:/1.

TASK 3 SPEAKING

GENERALDESCRIPTION Give 5 pieces of personal information in ashort presentation

ITEMTYPE /NUMBEROral presentation

TASK RUBRIC

Give information about yourself.

Give your name and address, age and nationality.Talk about your family, joband hobbies.Give your phone number

TIME 5 minutes

MARK SCHEMEMessage precision:/3.3: all necessary info on suggestion;2: 1 aspectmissing; 1: faulty message; 0:incoherent

Accuracy: / 1. Pronunciation: /1 Linking:/1.

A2 Reading Task CollectionCEFR Descriptor Micro-activities Text features Item types Example

A2 I can identify importantinformation innews summaries or simple newspaper

articles in which numbers and namesplay an important role and which areclearly structured and illustrated.

Process with the text

information in a picture Process with the text

figures,numbers anddiagrammatic

information Understand the main

point

Newspaper and magazine articles*

article de journal On-line article

Length: 100-150 words Perhaps with tables of figures,or

diagrams explaining figures

Matching titles to

texts True/False/ Not

stated Provide para-

phrase orsynonym

Gap-fill text Open questions

Summary

Answer questions,either

T /F /NS MCQ Open Qs

Summarise in afew words

the subjectof the article

A2 I can understand asimple personal letterin which the writer tells or asks me

about aspects of everyday life.

Recognise dates,places

and main people

involved Understand relation to

space and time Understand the main

point(s) being related

Letter or email* lettre manuscrite

informelle ou mail

Length: 100-150 words Content: atlesst 4 different actions/

events related

Use of past,present and future time

True/False/ Not

stated

Provideparaphrase orsynonym

Gap-fill text Open questions

Find in the textthe Xevents

the author refers to and

indicate where and whenthey happen. Extension for Writing:Write

areply taking accountof thepoints made and questionsasked in the letter

A2 I can understand simple written mes-sages from friends or colleagues,for

example saying when we should meettoplay football or asking me to be atwork

early.

Recognise abbreviations

used in textmessagesand email

Understand the mainpoints,what the person

expects of me

Textmessage

Hand written note Shortemail

True/False/ Not

stated Draw up aplan

following indica-tions given

Gap-fill text

Re-write the message

withoutabbreviations Extension for Writing:Write

anote in reply explain whatyou wouldpropose doing

B2 Reading Task CollectionCEFR Descriptor Micro-activities Text features Task features Example

B2 I can quickly look through amanual (for

example for acomputer program) andfind and understand relevantexplanations and help for aspecific

problem

Scan quickly

Recognize Relevance

Understand main point Understand essential

meaning Understand specific

details

Clearly signposted text

Standard variety

Structured text Information rich

Technical but for general reader

Identify relevant

parts of text. Retrieve specific

information Time bound

Matching extracts from soft-

ware manual (howto guide)requirements (e.g Iwant tochange the order of pages)

with paragraphs giving relevantinstructions or explanations.

B2 I can read and understand articles andreports on current problems in which the

writers express specificattitudes andpoints of view

Understand main ideas

Understand complexlines of argument

Understand writermood,tone

Long &complex

Clearly structured argument (opinion,supporting arguments, examples)

Recognise writers

viewpoint Distinguish

elements ofargument (e.g.

reported facts)from conclusionsand opinions

Readnewspaper opinion pieceand answer multiple choice

items requiring learnertodistinguish paraphrases of

elements in textfrom possiblemisinterpretations

B2 Can understand articles and reportsconcerned with contemporary problemsin which the writers adopt particular

stances or viewpoints.

Recognize Relevance Understand essential

meaning Understand points of

view,opinions

Complex Variety of viewpoints

Recognise subtledistinctions

betweenviewpoints

Readreview of press coverageof an issue (e.g. on Salon.com);Match brief statements of

opinion with name of columnistor newspaper.

B2+ Can obtain information,ideas and

opinions from highly specialised sourceswithin his/her field.Can understand specialised articles

outside his/her field,provided he/shecan use a dictionary occasionally to

confirm his/her interpretation ofterminology.

Distinguish main points

from relevantsupporting detail

Process with text diagram

table

Understand specificdetails

Highly specialised text

Information-rich texts intended to

informthe educated general readeron technical or specialised matters

Abstract &technical vocabulary

Specialised vocabulary defined in text

or notessential to globalcomprehension

Information

transfer bycompleting a

table or diagram Open ended

questions

Information transfer:read e.g

Wikipediaarticle on types ofboatand complete typology intable or diagram form

GlynJones

Reading:Between 4 and 8 tasks have been summarized for each levelListening:is the focus in AprilSpeaking: will be addressed in autumn, probably with the Certification SIP

The CEFR-based scenario concept comes from the 2009-10 Curriculum & Assessment SIP A CEFR CoreInventory for English. In that publication, example scenarios are given for teaching at each level. The currentSIP has extended the scenario concept further for assessment.

The ideais to provide fully worked examples of some of the assessment tasks in the Task collection. Texts andtasks in either English or French will in addition be provided for at least one scenario for Listening, Reading andSpeaking at each level.

The ultimate aimis to provide by November 2011 a set of specifications for tasks that can be used acrosslanguages, with English and French illustrative examples as reference.

Members of the groupmet for workshops in London in November and in Lausanne in February. A furtherworkshop on Listening takes place in Brighton on 19thApril.