CEFR Exploiting EAQUALS curriculum aids

Exploiting EAQUALS CEFR
curriculum aids
Brian North
(CEFR co-author)
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Agenda
1: Talk: The CEFR: How it helps, what it is
2. Demonstration: Eaquals Resources
3. Groups: Brain-storming, Reporting, Discussion
4. Plenary: Reports & Discussion
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How the CEFR helps
•Real World Orientation
•Course Organisation
•Communication
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Real World Orientation
•Can Do descriptors can be used to orient course aims and syllabus content to real world needs (“needs analysis”).
•Can Do descriptors help teachers think “top down,” from what these learners need to do in the language, rather than just bottom up “from the grammar progression and what mistakes students make (“action.-oriented approach”).
•Can Do descriptors (in course aims) help teachers select suitable communicative activities, rather than using isolated skills and topics as the primary organising principles (= the 1961 Lado model).
•Quality descriptors (in course aims, in assessment grids) enrich teachers’ thinking beyond grammatical accuracy, vocabulary, pronunciation (= the 1961 Lado model).
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Course Organisation
•Coherent system: Input (content) and output (levels achieved) on same scale of levels: aims, course content, classes, books, tests, results, certificates: linked into one coherent system
•Proficiency gain: Pre-course/Entry test, exit tests, examinations linked into one coherent system; progress tracking
•Course planning: (week/term; day; lesson) related to course aims (descriptors, key language points)
•Materials: cross-references to course aims (descriptors, key language points)
•Assessment: (teacher assessment, self-assessment, school progress tests)
•Certification: (Standardisation, moderation)
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Communication
•Teachers can talk to learners about their level, their goals, their progress towards their goals – can highlight relevant communicative aims & key language points
•Teachers can communicate more easily – including between levels and language departments
•Academic managers can communicate more easily with other schools
•The “product” (proficiency gain) can be described to learners and sponsors (parents, employers, …): Course aims (at the end of 12 weeks, he should be able to …), progress tracking, reports, certification
•Schools can communicate more easily with education authorities, inspectors etc.
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www.coe/int
www.coe.int/t/dg4/linguistic/

CEFR
Ch1. The CEFR in its political and educational context
Ch2. Approach adopted
Ch3. Common reference levels
Ch4. Language use and the language user/learner
Ch5. The competences of the user/learner
Ch6. Language learning and teaching
Ch7. The role of tasks in language learning and teaching
Ch8. Linguistic diversification and the curriculum
Ch9. Assessment
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CEFR
Ch1. The CEFR in its political and educational context
Ch6. Language learning and teaching
Ch7. The role of tasks in language learning and teaching
Ch8. Linguistic diversification and the curriculum
Ch9. Assessment
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CEFR
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CEFR
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“Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts in relation to themes in specific domains, activating those strategies which seem most appropriate for carrying out the tasks to be accomplished.” (CEFR: 9)

“Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts in relation to themes in specific domains, activating those strategies which seem most appropriate for carrying out the tasks to be accomplished.”
CEFR Chapter 4 Language use and the language user/learner

“Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts in relation to themes in specific domains, activating those strategies which seem most appropriate for carrying out the tasks to be accomplished.” (CEFR: 9)
CEFR Chapter 5
The competences of the user/learner

CEFR
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Ch4: Descriptors: Activities
Communicative
Strategies
Communicative
Language Competencies
Reception Production
Understanding
a native speaker
Conversation
Informal
Discussion
Formal
Discussion
Obtaining Goods
and Services
Interviewing &
being interviewed
Spoken Written
Interaction Mediation
Overall Language Proficiency
Communicative
Activities

Informal Discussion B2
Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses.
Can with some effort catch much of what is said around him/her in discussion, but may find it difficult to participate effectively in discussion with several native speakers who do not modify their language in any way.
Ch4: Descriptors

CEFR
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Communicative
Strategies
General
Linguistic
Vocabulary
Range
Range
Grammatical
Accuracy
Phonological
Control
Vocabulary
Control
Orthographic
Control
Control
Linguistic Sociolinguistic Pragmatic
Communicative
Language Competencies
Communicative
Activities
Overall language Proficiency
Ch4: Descriptors: Quality

Vocabulary control B2
Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication.
Ch4: Descriptors

CEFR
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CEFR Table 1
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ProficientC2Can understand with ease virtually everything heard or read. Can summarise information from different spokenand written sources, reconstructing arguments and accounts in a coherent presentation. Can expresshim/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in morecomplex situations. UserC1Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can expresshim/herself fluently and spontaneously without much obvious searching for expressions. Can use languageflexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesivedevices. Independ- entB2Can understand the main ideas of complex text on both concrete and abstract topics, including technicaldiscussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makesregular interaction with native speakers quite possible without strain for either party. Can produce clear, detailedtext on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages anddisadvantages of various options. UserB1Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the languageis spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describeexperiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions andplans. BasicA2Can 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). Can communicate insimple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas ofimmediate need. UserA1Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction ofneeds of a concrete type. Can introduce him/herself and others and can ask and answer questions aboutpersonal details such as where he/she lives, people he/she knows and things he/she has. Can interact in asimple way provided the other person talks slowly and clearly and is prepared to help.

CEFR Table 2
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A1 A2 B1 B2 C1 C2 UNDERSTANDING listening I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment). I can catch the main point in short, clear, simple messages and announcements. I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort. I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided. I have some time to get familiar with the accent. Reading I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. I can read articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. I can understand contemporary literary prose. I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field. I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. SPEAKING Spoken Interaction I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. I can deal with most situations likely to arise whilst travelling in an areas where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers. I can take part effortlessly in any conversation of discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. Spoken Production I can use simple phrases and sentences to describe where I live and people I know. I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points. WRITING Writing I can write a short, simple postcard, for examples sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something. I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences. I can express myself in clear, well- structured text, expressing points of view at some length. I can write detailed expositions of complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can write different kinds of texts in an assured, personal, style appropriate to the reader in mind. I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works. CEF TABLE 2: Language Passport: Self-assessment grid

CEFR Table 3
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RANGE
ACCURACY
FLUENCY
INTERACTION
COHERENCE
C2
Shows great flexibility reformulating ideas in differing linguistic forms to convey finer shades of meaning precisely, to give emphasis, to differentiate and to eliminate ambiguity. Also has a good command of idiomatic expressions and colloquialisms.
Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others' reactions).
Can express him/herself spontaneously at length with a natural colloquial flow, avoiding or backtracking around any difficulty so smoothly that the interlocutor is hardly aware of it.
Can interact with ease and skill, picking up and using non-verbal and intonational cues apparently effortlessly. Can interweave his/her contribution into the joint discourse with fully natural turntaking, referencing, allusion making etc.
Can create coherent and cohesive discourse making full and appropriate use of a variety of organisational patterns and a wide range of connectors and other cohesive devices.
C1
Has a good command of a broad range of language allowing him/her to select a formulation to express him/ herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say.
Consistently maintains a high degree of grammatical accuracy; errors are rare, difficult to spot and generally corrected when they do occur.
Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language.
Can select a suitable phrase from a readily available range of discourse functions to preface his remarks in order to get or to keep the floor and to relate his/her own contributions skilfully to those of other speakers.
Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices.
B2+
B2
Has a sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, without much conspicuous searching for words, using some complex sentence forms to do so.
Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstanding, and can correct most of his/her mistakes.
Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses.
Can initiate discourse, take his/her turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. Can help the discussion along on familiar ground confirming comprehension, inviting others in, etc.
Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some "jumpiness" in a long contribution.
B1+
B1
Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events.
Uses reasonably accurately a repertoire of frequently used "routines" and patterns associated with more predictable situations.
Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production.
Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. Can repeat back part of what someone has said to confirm mutual understanding.
Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.

CEFR Table 3
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RANGE
ACCURACY
FLUENCY
INTERACTION
COHERENCE
C2
C1
B2+
B2
B1+
B1

Common questions
•What is B2? Show me please!
•How can I reorient a curriculum/syllabus to the CEFR?
•What is the core language content for B2?
•What type of texts are suitable for B2?
•What type of tasks are suitable for B2?
•When is a person “B2” anyway?
•How do I distinguish between a performance at B1 or B1+ and at B2?
•How can we check teachers interpret B2 the same way?
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Agenda
1: Talk: CEFR, Eaquals Resources
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Eaquals CEFR Resources
Levels
•Descriptors – including “plus levels”: (as levels, as scales, as checklists)
•EAQUALS/ALTE electronic European Language Portfolio www.eelp.org
•DVDs of video samples, with documentation www.ciep.fr/en/publi_evalcert
Course Planning
•Curriculum guide
•Curriculum “Can Do” Case Studies
•Core Inventory: English, (French in April 2015)
Assessment & Certification
•CEFR Assessment Tasks (Listening & Reading; English & French)
•CEFR-based teacher assessment procedures
•CEFR Standardisation training packs for assessment of speaking, writing
•CEFR Certification scheme
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Descriptors
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Eaquals/Alte ELP 2000
-Original ELP: descriptors very close to CEFR
-English, French, German, Italian, Spanish, Basque, Croatian, Dutch, Estonian, Lithuanian, Polish, Romanian, Russian, Slovak
Eaquals Can Do project 2008
-Eaquals bank: Includes “plus levels” (English only)
www.coe.int/lang - CEFR bank of descriptors
-CEFR originals (English)
-Bank from ELPs (English, different languages)
End 2015
-Extended Set (English, French)
-YL bank (English, different languages)

Resources: eELP
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Resources: eELP
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Resources: eELP
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Resources: eELP
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Resources: eELP
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Resources: DVD
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www.ciep.fr/en/publi_evalcert
English, French, German, Italian and
Spanish
www.webcef.eu
Dutch, English, Finnish, French, German,
Italian and Polish

Resources: DVD
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www.ciep.fr/en/publi_evalcert
English, French, German, Italian and
Spanish
www.webcef.eu
Dutch, English, Finnish, French, German,
Italian and Polish

Resources: DVD
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Levels
Course Planning
•Curriculum guide
•CEFR Assessment Tasks (Listening & Reading; English & French)
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Curriculum: Guide; Case Studies
•Self-help Guide with tasks
•Case studies
•Self-help Guide – annotated with extracts from Case Studies
•“…….take a critical look at your present curriculum and syllabus documents and start the development from there. We would definitely want to encourage you to start from the curriculum and syllabuses that you have used so far. Do not discard anything that has worked well in your institution.
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The institution’s educational philosophy
Can Do’s related to levels & examination aims
Methods, techniques, activities, materials
Syllabus; schemes of work; orientation
Assessment: ongoing + certification
Curriculum Planning

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B2: Upper Intermediate Spoken Interaction  Take an active part in a discussion, using a range of language to do so  Ask for, give and justify opinions showing awareness of the situation  Plan a meeting or presentation, organise tasks and check that they are done  Make and respond to assumptions, deductions and hypotheses  Compare and contrast alternatives, supporting your preferences  Evaluate advantages and disadvantages, and participate in reaching a decision  Express personal feelings and emotional responses, including wishes and regrets  Complain, express disappointment and find a solution to a problem Spoken Production & Writing  Give/write a clear, detailed descriptions of a person, place, or job or study experience  Give/write detailed accounts of plans, activities and experiences  Give/write an evaluative description of a book, film or show  Give/write a viewpoint on a topical issue, considering points for and against the options  Develop an argument in speech or writing, expanding and supporting your point of view  Summarise and report extended information after a group discussion, etc  Give/write descriptions of events/experiences demonstrating their personal significance  Write a formal letter Communicative Tasks The most important things you need to do in the language at this level. Listening  Follow discussion around you  Understand announcements and messages spoken at normal speed  Understand documentaries and interviews, identifying the speakers’ feelings and attitudes  Follow the majority of films in standard dialect  Follow complex lines of argument around familiar topics Reading  Skim read a magazine or newspaper to decide what to read  Recognise the writer’s implied views and feelings in a text  Understand reviews dealing with the content and criticism of films, theatre, books, etc.  Follow the plot and the development of ideas in novels and short stories  Identify the level of formality employed in a text  Recognise discourse and reference markers for cohesion in text Grammar  Past tenses review: Past Simple and Continuous, Present Perfect Simple and Continuous; Past Perfect Simple and Continuous  Future tenses review: Present Continuous, going to, will, Future Continuous  Passives: present perfect, future, modals; Passives used with reporting verbs  Modal verbs (would, could, should, might) including deduction in the past (must have)  Conditionals: 3rd – contrast with 1st and 2nd + mixed conditionals, wish/if only  Infinitives after verbs and adjectives (e.g. I promise to do; I am happy to do)  Reported speech and reporting verbs  Relative clauses: Defining / non-defining (I have a car which is very fast / I have a car now, which means I can get out of town)  Adjectives + infinitive (e.g. I was surprised to hear)  Linkers/sequencing (e.g. despite, whereas, firstly, moreover)  Inversions (Not only … but also…, No sooner … ) Language Resources The grammar and vocabulary you need to communicate successfully in the communicative tasks listed above. Vocabulary  Collocation (highly qualified, greatly admired)  Word formation: nouns, verbs, adjectives, adverbs  Conjunctions and linking words  Phrasal verbs (e.g. put out a light; give out books)  Confusing / similar words (e.g. unsatisfied/dissatisfied)  Phrases for contrasting points of view (e.g. on the one hand ….., on the other hand….)  Modifiers and intensifiers (e.g. quite, really, extremely, absolutely)  Detailed vocabulary for expressing emotions and reactions  Detailed vocabulary for describing people and places

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B2: Upper Intermediate Spoken Interaction  Take an active part in a discussion, using a range of language to do so  Ask for, give and justify opinions showing awareness of the situation  Plan a meeting or presentation, organise tasks and check that they are done  Make and respond to assumptions, deductions and hypotheses  Compare and contrast alternatives, supporting your preferences  Evaluate advantages and disadvantages, and participate in reaching a decision  Express personal feelings and emotional responses, including wishes and regrets  Complain, express disappointment and find a solution to a problem Spoken Production & Writing  Give/write a clear, detailed descriptions of a person, place, or job or study experience  Give/write detailed accounts of plans, activities and experiences  Give/write an evaluative description of a book, film or show  Give/write a viewpoint on a topical issue, considering points for and against the options  Develop an argument in speech or writing, expanding and supporting your point of view  Summarise and report extended information after a group discussion, etc  Give/write descriptions of events/experiences demonstrating their personal significance  Write a formal letter Communicative Tasks The most important things you need to do in the language at this level. Listening  Follow discussion around you  Understand announcements and messages spoken at normal speed  Understand documentaries and interviews, identifying the speakers’ feelings and attitudes  Follow the majority of films in standard dialect  Follow complex lines of argument around familiar topics Reading  Skim read a magazine or newspaper to decide what to read  Recognise the writer’s implied views and feelings in a text  Understand reviews dealing with the content and criticism of films, theatre, books, etc.  Follow the plot and the development of ideas in novels and short stories  Identify the level of formality employed in a text  Recognise discourse and reference markers for cohesion in text

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CEFR LEVEL: A2 BELL KRAKOW LEVEL: 3 COMMUNICATIVE OBJECTIVES 2008/2009 STUDENT: ……………..……………. GROUP: ………………… Indicate the student’s performance regarding the following partial competences by ticking the appropriate column: poor (P), good (G), excellent (Ex) P G Ex Listening and Speaking*  understand what is said clearly, slowly and directly in simple everyday conversations  participate in short social exchanges, introduce him/herself, get information about travel, order something to drink or eat, make and respond to invitations, etc. Reading*  understand simple written messages from friends or colleagues  understand simple user’s instructions for equipment  understand a simple personal letter in which the writer tells or asks about aspects of everyday life Writing*  write short, simple notes and messages  fill in a questionnaire about his/her educational background, job, interests and specific skills  briefly introduce him/herself in a letter with simple phrases and sentences (family, job, hobbies)  write simple sentences, connecting them with words such as “and”, “but”, “because” Grammar and Vocabulary*  produce simple grammatical structures that have been learnt and practised in class  describe past activities and personal experiences (e.g. the last weekend, his/her last holiday)  refer to future plans *The European Language Portfolio, CODN Warszawa: accredited model No.6.2000, http://culture2.coe.int/portfolio Bell Krakow: Continuous assessment checklist.

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Listening: A2: Level 2 - English File Pre- intermediate I can understand what is said clearly, slowly and directly to me in simple everyday conversation; it is possible to make me understand, if the speaker can take the trouble. I can generally identify the topic of discussion around me when people speak slowly and clearly I can understand phrases, words and expressions related to areas of most immediate priority (e.g very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear simple messages and announcements. I can understand the essential information in short recorded passages dealing with predictable everyday matters which are spoken slowly and clearly. I can identify the main point of TV news items reporting events, accidents etc. when the visual supports the commentary. Understand numbers, times, dates and prices in a variety of contexts (File 1A) Understand the gist and specific information in a monologue about relationships (File 1B) Understand the gist and specific information in a description/discussion of a famous painting (File 1C) Understand the gist and specific details in a popular song (File 1C) Understand the gist and specific information in a radio quiz programmeme about words (File 1D) Understand a short oral summary of the development of a relationship (File 1PE/W/RC) Understand the gist and specific information in a conversation at an immigration desk (File 1PE/W/RC) Understand the gist and specific information in a simple social conversation (greeting someone after a journey) (File 1PE/W/RC) British Institute Seville – CEFR mapping – Can do statements by skill A2 – New English File Pre-Intermediate

Core Inventory: Aim
Document the core of English/French taught at CEFR levels A1 to C1
•Functions and notions
•Discourse markers
•Grammar
•Lexis
•Socio-cultural (French only)

Core Inventory: Outcome
•Map of language problems across levels
•Map of text types across levels
•Core language points
•Exponents
•Prototype Scenarios

Scenarios
•Starting from real world needs
•Fitting everything together, putting everything in context
•Going from theoretical to practical and vice-versa
•Summarising what language, strategies and enabling skills are needed for a task

Levels
Course Planning
•Curriculum guide
•CEFR Assessment Tasks (Listening & Reading; English & French):
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LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) OVERVIEW B1 DOMAIN CONTEXT TASKS ACTIVITIES TEXTS Personal / Educational Home Following a simple, factual TV/web documentary Following the commentary, accompanying the visuals Listening as a member of an audience Watching TV/web video clip A guided commentary on a place (historic building, resort, town etc.) LEVEL B1 CAN-DOS* I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured. MICROACTIVITIES* RECOGNISE  useful information DISTINGUISH  main points from specific details  aspects reported as facts from those reported as opinion UNDERSTAND  an explicitly signalled line of argument  main conclusions  specific details TEXT FEATURES*  Long but straightforward text  Clear, standard, straightforward, relatively slow  Clearly signposted/signalled with explicit markers  Familiar topics regularly encountered in a school, work or leisure context * Content From CEFR scales and/or Swiss EAQUALS-ALTE Portfolio in normal print Elaborated content (e.g. Micro-activities chart) in italics COMPETENCES STRATEGIC Recognise the beginning of a significantly new and different part of the text Recognise where difficulty lies (subject/assumed knowledge, linguistic) Use context to deduce probable meaning of unknown words (repetition, visuals, gesture, what comes next) Use the beginning of a significantly new and different part of the text to intensify effort PRAGMATIC Functional Discourse Describing places Describing events Describing feelings, emotions, attitude Linkers: sequential – past time Connecting words expressing cause and effect, contrast etc. (e.g. on the other hand; however; despite) Summarising LINGUISTIC Grammatical Lexical Phonological Past time: Simple past, past continuous, used to, past perfect Passive (past) Reporting structures 3rd conditional / mixed conditionals Must/can’t/might have Intensifiers Comparatives / Superlatives Adjectives for places and people Time phrases (e.g. In the last century ; 50 years ago) Verbs describing construction, development (e.g. plan, construct, rebuild, renovate, demolish) Emphasis in sentence stress

LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) IMPLEMENTATION B1 TASK 1 GENERAL DESCRIPTION Follow short introduction to a TV guided commentary on Hampton Court, answering 5 True / False / Not Stated questions while listening SOURCES “The Tudors: Behind Hampton Court”: http://www.youtube.com/watch?v=mX7ABmAlcAE Natalie Dormer of The Tudors celebrates the 500th anniversary of Henry 8's coronation by touring the Hampton Court palace Other possibilities might be: Simon Schama going round Versailles; extract from travel programme, tourist promotion) AUTHENTICITY Authentic LENGTH Ca. 7-10 minutes TEXT FEATURES VISUAL SUPPORT Yes – commentary should match unfolding film ITEM TYPE / NUMBER Introduction: True / False / Not stated: (5 questions) TASK RUBRIC Follow this introduction to a TV guided commentary on a historic place of interest “Hampton Court Palace,” near London and answer the 5 questions. Mark “T” if the statement is True, “F” if it is false and “NS” if the information is Not Stated in the commentary. TIME While playing MARK SCHEME 5 x 1 mark = 5 marks TASK 2 GENERAL DESCRIPTION Match 10 things that are mentioned (avoiding 3 distractors) to the parts of the palace they relate to. ITEM TYPE / NUMBER Matching: Match things mentioned in the commentary to the part of Hampton Court concerned (3 extra distractors). TASK RUBRIC Follow main body of the guided commentary. While you are listening match the 10 things in the list to the parts of the palace they relate to. Put a cross in the correct box for each point on the list. Note: 3 of the points on the list are not mentioned. TIME While playing MARK SCHEME 10 x 0.5 marks = 5 marks TASK 3 GENERAL DESCRIPTION Answer 5 open questions which are read before listening to the recording a second time. ITEM TYPE / NUMBER Open questions: 5 TASK RUBRIC After listening, answer the following 5 questions with information from the commentary. TIME 10 minutes MARK SCHEME 5 x 2 marks = 10 marks. 2: complete answer; 1: partial answer. Grammar and spelling not penalised.

LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) TASK 1 GENERAL DESCRIPTION Follow short introduction to a TV guided commentary on Hampton Court, answering 5 True / False / Not Stated questions while listening SOURCES “The Tudors: Behind Hampton Court”: http://www.youtube.com/watch?v=mX7ABmAlcAE Natalie Dormer of The Tudors celebrates the 500th anniversary of Henry 8's coronation by touring the Hampton Court palace Other possibilities might be: Simon Schama going round Versailles; extract from travel programme, tourist promotion) Authentic Ca. 7-10 minutes TEXT FEATURES Yes – commentary should match unfolding film ITEM TYPE / NUMBER Introduction: True / False / Not stated: (5 questions) TASK RUBRIC Follow this introduction to a TV guided commentary on a historic place of interest “Hampton Court Palace,” near London and answer the 5 questions. Mark “T” if the statement is True, “F” if it is false and “NS” if the information is Not Stated in the commentary. TIME While playing MARK SCHEME 5 x 1 mark = 5 marks

LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) TASK 2 GENERAL DESCRIPTION Match 10 things that are mentioned (avoiding 3 distractors) to the parts of the palace they relate to. ITEM TYPE / NUMBER Matching: Match things mentioned in the commentary to the part of Hampton Court concerned (3 extra distractors). TASK RUBRIC Follow main body of the guided commentary. While you are listening match the 10 things in the list to the parts of the palace they relate to. Put a cross in the correct box for each point on the list. Note: 3 of the points on the list are not mentioned. TIME While playing MARK SCHEME 10 x 0.5 marks = 5 marks

Questions Section A: 1. Henry VIII, King of England, died 500 years ago. F 2. Henry VIII was one of the richest kings in Europe. NS 3. Henry bought Hampton Court from Cardinal Wolsey. F 4. Hampton Court was one of the most luxurious and modern palaces of its time. T 5. Henry had other palaces too, all connected by the river. T Section B: Matching The Great Kitchen The Great Hall The Council Chamber The Haunted Gallery The Gardens The most magnificent room in the palace      A Collection of gold      Animals representing the different queens’ personal symbols      A picture of the Pope      Very big fireplaces      Theatre and drama      Discussion of state business      Tapestries with gold thread      A ghost (of Catherine Howard)      Windows that make coloured light      Weapons      Entertainment      Court ceremonies 

Assessment ideas– B1
CEFR Descriptor Micro-activities Text features Task features Item types Example
B1 I can generally follow the main
points of extended discussion
around me, provided speech is
clearly articulated in standard
dialect.
 Understand main/most
important information
 Understand main
conclusions
 Series of 3-4 extracts
 Perhaps from same TV talk
show
 Clear, standard, straight-forward,
relatively slow
 Extremely short (c 1 min)
 Hear once only (in
test)
 One item per
extract
 No tricky distracters
 True / False / NS
 Matching (really a
repeated MCQ with
5-6 alternatives)
 New MCQ each
extract
Identify main point of
short conversation
extracts
B1 I can listen to a short narrative
and form hypotheses about what
will happen next.
 Follow, though not
necessarily in detail
 Understand an explicitly
signalled line of narrative
/ argument
 Distinguish main point /
relevant facts and inform-ation
from specific details
– not central to story line
 Narrative in linear order
 Chain of events –
consequences
 Clear, standard,
straightforward, relatively
slow
 Hear once only
 Guess what comes
next - recording
stops at question
point
 Answer to each
question on
separate paper,
handed in
 Series of MCQ –
only one alternative
makes sense
Follow a narrative and
answer 5 MCQs to
predict what comes
next when the audio
text stops
B1 I can understand the main points
of radio news bulletins and sim-pler
recorded material on topics
of personal interest delivered
relatively slowly and clearly.
/ argument
 Topics in field of general
personal interest
slow
 Hear once only
 Straight forward
transfer of info, in
order of text
 T /F / NS
 Matching
 Information
transfer to table
 Open questions
Follow radio news and
answer questions /
complete table about 4
or 5 of the stories (Total
c 10 questions)
B1 I can catch the main points in TV
programmes on familiar topics
when the delivery is relatively
slow and clear.
 Follow, though not
necessarily in detail
/ argument
 Distinguish conclusion
from preceding detail
 Familiar topics regularly
encountered in a school,
work or leisure context
 TV programmes:
(interviews) short lectures,
news reports
slow
 Could hear
twice/three times
 Identifying main
information
 Identifying when
conclusion is
starting
 Catching main
conclusion
 Information
transfer to table
 Open ended
questions
Follow a simple, factual
TV/web documentary (c
5-10 mins), understand
the main points and
complete the table /
answer open questions
B1 I can catch the main points in TV
programmes on familiar topics
when the delivery is relatively
slow and clear.
I can follow a lecture or talk
within my own field, provided the
subject matter is familiar and the
presentation straightforward and
clearly structured.
 Distinguish main points
from specific details
 Understand an explicitly
/ argument
 Understand specific
details
 TV programme with short
report/guide and
interview(s)
 Familiar topics regularly
encountered in a school,
work or leisure context
slow
 Could hear
twice/three times
 Recognising
sections (relevant
to topics of
questions)
 Identifying
essential
information
 T / F / NS
 Matching
 Information
transfer (table or
diagram)
 Open ended
questions
Follow a TV guided
commentary on a place
(e.g. Tour of Hampton
Court, Versailles;
extract from travel
programme / tourism
promotion)
B1+ I can understand a large part of
many TV programmes on topics
of personal interest such as
interviews, short lectures, and
news reports when the delivery
is relatively slow and clear.
 Understand main
conclusions
 Daytime / local TV news –
perhaps a studio audience
 Factual interview
 Straightforward factual
interview questions
 Descrip.s of events / plans
 Descrip.s of feelings,
wishes
 Identifying adv.s /
disadv.s of a plan
 Identifying
consequences
 Identifying the
opinions of the
main speakers (for
/ against: why?)
 T / F / NS
 Information
transfer (table)
 Open ended
questions
Listen to a
straightforward, factual
interview from a current
affairs TV magazine
programme (or local
news) and understand
both main points and
specific details

CEFR Descriptor Micro- activities Text features Task features Item types Example I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.  Distinguish main points from specific details  Understand an explicitly signalled line of narrative / argument  Understand specific details  TV programme with short report/guide and interview(s)  Familiar topics regularly encountered in a school, work or leisure context  Clear, standard, straightforward, relatively slow  Could hear 2/3 times  Recognise sections (relevant to questions  Identify essential info  T / F / NS  Matching  Info transfer (table or diagram)  Open ended questions Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)

CEFR Descriptor Micro- activities Text features Task features Item types Example I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.  Distinguish main points from specific details  Understand an explicitly signalled line of narrative / argument  Understand specific details  TV programme with short report/guide and interview(s)  Clearly structured  Familiar topics regularly encountered in a school, work or leisure context  Clear, standard, straightforward, relatively slow  Could hear 2/3 times  Recog- nise sections (relevant to questions  Identify essential info  T / F / NS  Matching  Info transfer (table or diagram)  Open ended questions Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)

Developing scenarios
1.Start with descriptors
2.Brain-storm ideas for example activities – right hand column
3.Select Micro-activities from selected descriptor(s) & micro-activities chart
4.Select text features from selected descriptors & CEFR Salient features chart
5.What would the learners need to do?  Task features
6.What item types might be suitable for that?  Item types

Levels
Course Planning
•Curriculum guide
•CEFR Assessment Tasks (Listening & Reading; English & French):
©Eaquals 2014
71

Assessing Speaking
Elicitation: Activities appropriate to an action-oriented curriculum
•Select the communicative activities – e.g. types of speaking activities
•Design tasks
Judgement: Qualitative criteria
•Consult CEFR Table 3 & descriptors
•Create marking grids

CEFR Table 3
RANGE
ACCURACY
FLUENCY
INTERACTION
COHERENCE
C2
C1
B2+
B2
B1+
B1

CEFR Table 3 - reduced
RANGE
ACCURACY
FLUENCY
B2+
5
•clear descriptions, views
•not much sign of having to restrict what wants to say
•variety of linking words used efficiently to mark clearly the relationships between ideas
•good grammatical control
•occasional rare "slips" often corrected
•communicate spontaneously
•often remarkable ease of expression in longer stretches
•use circumlocution and paraphrase to cover gaps
4
B2
3
•Clear, coherent descriptions and views
•little searching for words
•some complex sentence forms
But: limited variation
•no errors causing misunderstanding,
•correct most of his/her mistakes
But: mistakes and wrong vocab do often occur:
•stretches of language with fairly even tempo
•few noticeably long pauses_
But: can be hesitant searching for expressions
may be "jumpiness" in long contribution.
2
B1+
1
• express main points
• express own thoughts
• with reasonable precision
•reasonable accuracy
•But: noticeable mother tongue influences
•able to keep going effectively without help
•But: some problems resulting in pauses and "cul-de-sacs"

Criteria at B2?
RANGE
•clear descriptions, views
•little searching for words
•some complex sentence forms
1
2
3
4
5
ACCURACY
•no errors causing misunderstanding,
•correct most of his/her mistakes
1
2
3
4
5
FLUENCY
stretches of language with fairly even tempo
•few noticeably long pauses_
•But: can be hesitant searching for patterns and expressions
1
2
3
4
5
COHERENCE
coherent discourse,
•But: limited variation,
•may be "jumpiness" in long contribution.
1
2
3
4
5
GLOBAL
Overall impression mark
1
2
3
4
5

Standardising interpretation of levels
–Standardisation training with calibrated examples and common CEFR criteria
–Transfer to local examples (videos, scripts)
Standardisation
Standardising assessment practice
–Assessing the same thing
–Valid judgements, Practicality

Standardisation Training
1.Illustration with documented samples
2.Small group discussion of other documented samples
3.Individual rating of documented samples - followed by group discussion – consensus
4.Individual rating of local samples - followed by group discussion – consensus

Why do Moderation?
Assessment Errors:
•Using own, private concepts and criteria
•Unconscious lead criterion (accuracy / fluency)
•Severity / lenience
•Refusal to give top grade/mark
Training cannot change “hard cases”

Moderation Techniques
•Collectivity (e.g. second assessor)
•Other information (e.g. “anchor test”)
•Quality Control
Moderation removes extremes and makes all aware of the problem

Common questions
•What is B2? Show me please!
•How can I reorient a curriculum/syllabus to the CEFR?
•What is the core language content for B2?
•What type of texts are suitable for B2?
•What type of tasks are suitable for B2?
•When is a person “B2” anyway?
•How do I distinguish between a performance at B1 or B1+ and at B2?
•How can we check teachers interpret B2 the same way?
©Eaquals 06/08/2014
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CEFR Exploiting EAQUALS curriculum aids

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