Assessing language: What can we expect at A1, A2, or B1 level?

Transkript

1 Assessing language: What can we expect at A1, A2, or B1 level? Claudia Mewald 1

2 Curricular guidelines Nach dem 1. Lernjahr (1. Klasse) Hören, Lesen, An Gesprächen teilnehmen, Zusammenhängendes Sprechen, Schreiben: A1 Nach dem 2. Lernjahr (2. Klasse) An Gesprächen teilnehmen, Zusammenhängendes Sprechen: A1 Hören, Lesen, Schreiben: A2 2

3 Curricular guidelines Nach dem 3. und 4. Lernjahr (4. Klasse) An Gesprächen teilnehmen, Zusammenhängendes Sprechen: A2 Hören: A2 und aus B1 Lesen: A2 und aus B1 Schreiben: A2 und aus B1 3

4 Kompetenzniveaus und Lernjahre - Zuordnung von Kompetenzniveaus und Lernjahren = Grundanforderungen - gleiches Kompetenzniveau in 2 Lernjahren: Fertigkeiten dieses Niveaus im höheren Lernjahr durch eine Ausweitung der kommunikativen Situationen, der Themenbereiche und Textsorten entsprechend vertiefen und festigen - Fertigkeitsorientierung steht im Vordergrund: Lernfortschritt durch förderliche Begleitumstände besonders günstig die erworbenen Kompetenzen festigen und vertiefen Erweiterung auf mit Bedacht ausgewählte einzelne Fertigkeiten des jeweils nächst höheren Kompetenzniveaus jedoch maximal Teile aus B1 4

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6 Hi, I m Luke. The CEFR describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. I m Jenny. Council of Europe, 2001:1 (emphasis added) 6

7 The focus on achievement is essential: only positive formulations of levels of proficiency are used as objectives. Can Can interact introduce in a him/herself simple way but and others communication and can ask is and totally answer dependent questions on about repetition. personal details I can use simple phrases and sentences to describe where I live and people I know. Global Scale, Council of Europe 2001:24 7 Qualitative aspects of spoken language use, Council of Europe 2001:29 Self-assessment grid, Council of Europe 2001:26

8 6 levels A Basic User B Independent User C Proficient User A1 A2 B1 B2 C1 C2 A2+ B1+ B2+ 8

9 Sorting activity 1. Sort statements according to difficulty/complexity. Start with the easiest. Check 2. Group statemets into A1, A2, B1 and B2 9

10 What can a Basic User at A1 level do? understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type 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 interact in a simple way provided the other person talks slowly and clearly and is prepared to help Council of Europe 2001:24 (emphasis added) 10

11 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) communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need Council of Europe 2001:24 11 What can a Basic User at A2 level do? (emphasis added)

12 understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. deal with most situations likely to arise whilst travelling in an area where the language is spoken produce simple connected text on topics, which are familiar, or of personal interest describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans 12 What can an Independent User at B1 level do? Council of Europe 2001 (emphasis added)

13 What can an Independent User at B2 level do? understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. 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. 13

14 KET & PET vocabulary lists KET 14

15 PET KET & PET vocabulary lists 15

16 vocabulary.englishprofile.org 1 6

17 vocabulary.englishprofile.org 1 7

18 vocabulary.englishprofile.org 1 8

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20 Grammar A2 Simple sentences Sentences with clauses joined by that Descriptive phrases introduced by a past participle Simple direct wh questions Simple sentences using infinitives Other infinitives Some modals We came back and went to bed I know that you have a new house too There are beautiful paintings painted by famous Iranian painters What are you going to wear? I want to buy a coat something to eat We must be there at 7 o clock in the morning UCLES/CUP 2011: 11 20

21 ing clauses Whose relative clauses Indirect questions Clauses with what as subject/object Verb+object+infinitive easy+infinitive Some complex auxiliaries Additional modal uses Maria saw him taking a taxi. this famous painter whose pictures I like so much. Guess where it is? This is what I think. Grammar B1 I ordered him to gather my pen. The train station is easy to find. would rather, had better I have invited all his freinds, so we should be 28 people. UCLES/CUP 2011: 11 Handout: KET/PET Grammar list 21

22 References Council of Europe (2011). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: CUP English Profile: CEFR for English UCLES/CUP. (2011). English Profile. Introducing the CEFR for English. 22