Evaz district autumn 1393 Presenter Rahmanpour CEF Common European Framework The basis of the new course book development in Iran Theory and Basis What is the European framework It is a means and basis for ID: 469316
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Education office, Evaz district, autumn 1393Presenter: Rahmanpour
CEF (Common European Framework): The basis of the new course book development in Iran. Theory and Basis Slide2
What is the European framework?It is a means and basis for:
Syllabus design
Curriculum guidelines
Examination
Textbook Slide3
Action Oriented ApproachWhat is action oriented approach?It consider students as “social agents”
members of society who have
tasks
(
not exclusively language-related
) to accomplish in a given set of
circumstances
, in a specific
environment
and within a particular
field of action
.Slide4
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.Slide5
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.Slide6
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
.Slide7
TaskA 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.Slide8
CEF levelsBreakthrough Waystage
Threshold
Vantage
Effective Operational
Proficiency
MasterySlide9
The schemeSlide10
GoalsSlide11
A1
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
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.
Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.Slide12
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).
Can communicate in simple 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 of immediate need.Slide13
B1
Can 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 language is spoken.
Can produce simple connected text on topics which are familiar or of personal interest.
Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.Slide14
B2
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.
Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
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.Slide15
C1
Can understand a wide range of demanding, longer texts, and recognize implicit meaning.
Can express him/herself fluently and spontaneously without much obvious searching for expressions.
Can use language flexibly and effectively for social, academic and professional purposes.
Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.Slide16
C2Can understand with ease virtually everything heard or read.
Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.