tell me about the cef, will you? not today, please, darling!
TRANSCRIPT
TELL ME ABOUT
THE CEF, WILL YOU?
NOT TODAY,
PLEASE, DARLING!
TH. BAISIPONTLANGUAGE COORDINATOR
EPHEC UNIVERSITY COLLEGEBRUSSELS
IMPLEMENTING THE C.E.F.R. A PRACTICAL FOCUS
HOLY GRAIL ?
1. CONTEXT
2. WHERE DID WE START?
3. « CAN DO » STATEMENTS APPROACH
4. CEF SELF ASSESSMENT GRID
5. NECESSARY ADAPTATIONS TO THE CEF GRID
6. CHALLENGES
7. CONTRADICTIONS
8. COMMUNICATION
IMPLEMENTING THE C.E.F.R. A PRACTICAL FOCUS
1. CONTEXT : EPHEC
FRENCH SPEAKING UNIVERSITY COLLEGE
3-YEAR STUDY PROGRAMMES
LAW – ACCOUNTING – MARKETING – INTERNATIONAL TRADE
3,000 students
54 LANGUAGE TEACHERS
ENGLISHA2 B2/C1
DUTCH
SPANISHø B1
GERMAN
International trade
Accounting
Law Marketing
Year 1
90 75 75 90
Year 2
90 75 75 90
Year 3
37.5 37.5 37.5 37.560 min – PER YEAR – PER LANGUAGE
2. WHERE DID WE START?
READ
UNDERSTAND
EXPLAIN
CEF … AN OPPORTUNITY TO …
RETHINK AND QUESTIONOUR TEACHING AND ASSESSMENT
METHODS
3. « CAN DO SATEMENTS » APPROACH
« CAN’T DO SATEMENTS »
SKILLS AND TASKS
GRAMMAR & VOCABULARY
4. CEF SELF ASSESSMENT GRID
A1 A2 B1 B2 C1 C2
U n d e r s t a n d i n g
Listening
I can understand 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 area,
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.
ReadingI 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 attitudes 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.
S p e a k i n g
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 area 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 or 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 productionI 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
I can write a short, simple postcard, for example 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. 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 about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select a 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.
WHICH LEARNING OUTCOMES FOR EACH OF THE THREE YEARS?
ACCORDING TO : GENERAL LEVEL OF
FRENCH- SPEAKING SECONDARY EDUCATION
REQUIREMENTS OF POTENTIAL EMPLOYERSFOR EACH CURRICULUM
EXAMPLE : INTERNATIONAL TRADE
1st YEAR 2nd YEAR 3rd YEAR
Listening
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. B1
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. B1
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. B2
Reading
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
B1
I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or
viewpoints. I can understand contemporary literary prose.
B2
I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand
contemporary literary prose. B2
Spoken interaction
I can deal with most situations likely to arise whilst travelling in an area 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).
B1
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.
B2
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. C1
Spoken production
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.
B1
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.
B2
I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and
rounding off with an appropriate conclusion.
C1
Writing
I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing
experiences and impressions. B1
I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters
describing experiences and impressions. B1
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
experiencesB2
CEF MAPPING
International trade
Accounting
Law Marketing
Year 1
B1 B1 B1 B1
Year 2
B1 – B2 B1+ - B2 B1+ - B2
B2
Year 3
B2 – C1 B2 – B2+ B2 – B2+
B2 – C1
5. NECESSARY ADAPTATIONS TO THE SELF ASSESSMENT GRID
ACCORDING TO …
THE SPECIFICSOF EACH CURRICULUM
THE REQUIREMENTS OF POTENTIAL EMPLOYERS
Beaucoup utilisée
Peu utilisée
Pas utilisée
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%100,00%
94,12%
5,88%
91,18%
8,82%
67,65%
29,41%
2,94%
La compréhension orale
L'expression orale
La compréhension à la lecture
L'expression écrite
EXAMPLE OF POTENTIAL EMPLOYERS’REQUIREMENTS
EXAMPLE OF POTENTIAL EMPLOYERS’REQUIREMENTS
Très important
Peu important
Pas important
15% 30% 45% 60% 75% 90% 105% 120%
100,00%Répondre au téléphone
79,41%
17,65%
2,94%
Prendre des rendez-vous
70,59%
23,53%
5,88%
Accueillir des personnes
35,29%
47,06%
17,65%
Présenter un exposé
55,88%
35,29%
8,82%
Négocier
EXAMPLE : INTERNATIONAL TRADE
1st YEAR
Spoken production
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. present, past, future or hypothetical facts.
B1
6. CHALLENGES
INFER
CONTENT AND LEVEL OF THE COURSEBBOKS
ENVIRONMENT & ORGANISATION OF LEARNING
ORAL PRODUCTION ORAL INTERACTION
OPEN-ENDED QUESTIONS
2 MINUTE TALKS
« What are the places in your country where you
find knowledge of English most useful ?»
ROLE-PLAYS
INFER CONTENT OF COURSEBOOKS
STUDY SKILLS (CEF 107)PRAGMATIC
COMPETENCES (CEF 124)
« B1 : Can adapt his/her expression to deal with
less routine, even difficult situations »
Students are invited to use English with the teachers
in any circumstances,even outside the classroom.
INFER « ENVIRONMENT » or« ORGANISATION OF LEARNING »
« STUDY SKILLS :Ability to use available
materials for independent learning »
INFER ASSESSMENT CRITERIA :E.G. ESSAY WRITING
CONTENU
& CONSIGNES
LOGIQUE DU MESSAGE
& COHERENCE
RICHESSE
& ADEQUATION
DU VOCABULAIRE
RICHESSE
& ADEQUATION
DE LA GRAMMAIRE
Tâche parfaitement
accomplie, convaincante.
Structure claire.
Paragraphes,
Mots liens,
Ponctuation.
Vocabulaire
parfaitement adéquat
Structures
complexes
&
variées
Tâche globalement
accomplie.
Structure
globalement claire
(mots liens de base).
Vocabulaire
globalement adéquat
Phrases globalement bonnes.
Peu de fautes graves.
Tâche
approximativement
accomplie.
Structure
approximative.
Vocabulaire approximatif.Phrases simples.
Erreurs ne gênant pas trop la compréhension.
Tâche insuffisamment accomplie.
Contexte
Nombre d’éléments
Longueur
Redondances
Hors sujet
Structure insuffisamment
accomplie.
Insuffisant.
Manque de vocabulaire.
Trop de lacunes orthographiques.
Peu de phrases
sans fautes.
Bases grammaticales
non maîtrisées.
Obstacle à la
compréhension.
6. CONTRADICTIONS
THE COMPETENCE FOCUSVS ADEQUATE LEARNING BEHAVIOUR
FROM PERMANENT SUMMATIVE ASSESSMENT
TO INDICATIVE ASSESSMENT
6. CONTRADICTIONS
THE COMPETENCE FOCUSVS INPUT ASSESSMENT
FREE WRITING DIRECTED WRITING
Write an essay of 100 words
Describe the supermarket you
usually go to.
Compare two supermarket chains in
Belgium.
You are sending an e-mail to a friend to tell him or her that youare tired out because you havebeen doing your Christmasshopping. When you don’t havemuch time, you always choosethe fast check-ou but the queue issometimes even worse there!You prefer supermarkets becausethey have a wider range ofproducts than corner shops …
Example : essay writing
6. CONTRADICTIONS
CEF STANDARDSVS « TRADITIONAL MARKING »?
… 8/20, 10/20, 12/20, 14/20, 20/20 …
In each of the three year … ?
WHICH LEVEL CORRESPONDS TO …
IN OTHER WORDS …
WHEN STUDENTS REACH B1 LEVEL IN EACH OF THE CRITERIA,
DO THEY DESERVE …
20/20, 16/20, 12/20…?
HOW DID WE PROCEED?
COMMON ASSESSMENT EXERCISE
4 PERFORMANCES
7 TEACHERS
Common assessment exercise
Teacher1 Teacher2 Teacher3 Teacher4 Teacher5 Teacher6 Teacher7
Production1A1 A2 A1+ B1 A1+ A2 A2+
Production2B1 B1 A2+ A2 B1+ A2 A2
Production3B1+ B1 B1+ B1+/B2 B1+ A2 B1+
Production4A2 A2+ A2 A2 A2 A2 B1
Common assessment exercise
Teacher1 Teacher2 Teacher3 Teacher4 Teacher5 Teacher6 Teacher7
Production1A1 A2 A1+ B1 A1+ A2 A2+
6 7.5 8 14 8 6.5 10.5
Production2B1 B1 A2+ A2 B1+ A2 A2
13 11 12.5 10 14 8 8.5
Production3B1+ B1 B1+ B1+/B2 B1+ A2 B1+
10 12 14 15 14 5.5 13
Production4A2 A2+ A2 A2 A2 A2 B1
8 8 11 7 7.5 3.5 11.5
Common assessment exercise
Teacher1 Teacher2 Teacher3 Teacher4 Teacher5 Teacher6 Teacher7
Production1A1 A2 A1+ B1 A1+ A2 A2+
6 7.5 8 14 8 6.5 10.5
Production2B1 B1 A2+ A2 B1+ A2 A2
13 11 12.5 10 14 8 8.5
Production3B1+ B1 B1+ B1+/B2 B1+ A2 B1+
10 12 14 15 14 5.5 13
Production4A2 A2+ A2 A2 A2 A2 B1
8 8 11 7 7.5 3.5 11.5
NEXT …
QUANTITATIVE & QUALITATIVE RESEARCH
FACE TO FACE INTERVIEWWITH EACH LANGUAGE TEACHER
WHICH OF THESE PROPOSALS WOULD YOU AGREE WITH?
LEVEL Proposal 1
> than B1 in most of the criteria
16 - 20
> Than B1 in some of the criteria
14 – 15
B1 in all criteria 12 - 13
B1 in most of the criteria
10 - 11
Hésitation B1- / A2+ 9
A2 6 - 8
A1 (elementary) 2 - 5
No production 0
WHICH OF THESE PROPOSALS WOULD YOU AGREE WITH?
LEVEL Proposal 1
Proposal 2
> than B1 in most of the criteria
16 - 20 18 – 20
> Than B1 in some of the criteria
14 – 15 16 - 17
B1 in all criteria 12 - 13 14 - 15
B1 in most of the criteria
10 - 11 11 - 13
Hésitation B1- / A2+ 9 10
A2 6 - 8 7 - 9
A1 (elementary) 2 - 5 3 - 6
No production 0 0
WHICH OF THESE PROPOSALS WOULD YOU AGREE WITH?
LEVEL Proposal 1
Proposal 2
Proposal 3
> than B1 in most of the criteria
16 - 20 18 – 2018 - 20
> Than B1 in some of the criteria
14 – 15 16 - 17
B1 in all criteria 12 - 13 14 - 15 15 - 16
B1 in most of the criteria
10 - 11 11 - 13 12 - 14
Hésitation B1- / A2+ 9 10 10 - 11
A2 6 - 8 7 - 9 8 - 9
A1 (elementary) 2 - 5 3 - 6 4 - 7
No production 0 0 0
WHICH OF THESE PROPOSALS WOULD YOU AGREE WITH?
LEVEL Proposal 1
Proposal 2
Proposal 3
Proposal X
> than B1 in most of the criteria
16 - 20 18 – 2018 - 20
> Than B1 in some of the criteria
14 – 15 16 - 17
B1 in all criteria 12 - 13 14 - 15 15 - 16
B1 in most of the criteria
10 - 11 11 - 13 12 - 14
Hésitation B1- / A2+ 9 10 10 - 11
A2 6 - 8 7 - 9 8 - 9
A1 (elementary) 2 - 5 3 - 6 4 - 7
No production 0 0 0
LEVEL Proposal 1 Proposal 2 Proposal 3
> than B1 in most of the criteria
16 - 20 18 – 2018 - 20
> Than B1 in some of the criteria
14 – 15 16 - 17
B1 in all criteria 12 - 13 14 - 15 15 - 16
B1 in most of the criteria
10 - 11 11 - 13 12 - 14
Hésitation B1- / A2+ 9 10 10 - 11
A2 6 - 8 7 - 9 8 - 9
A1 (elementary) 2 - 5 3 - 6 4 - 7
No production 0 0 0
SCORES 47 % 29 % 22 %
WHICH OF THESE PROPOSALS WOULD YOU AGREE WITH?
MINIMUM COMMON GRID
LEVEL MARKS (/20)
SUCCESS
HIGHER than expected in one or more criterium 15-20
IN COMPLIANCE with what is expected
In all or most of the criteria 10-14
CLEARLY NOT
IN COMPLIANCE with what is
expected
In most of the criteria
A2 6-9
A1 3-5
NO OR HARDLY ANY PRODUCTION 0-2
• MAKE THE GRID MORE PRECISE
• COMMON ASSESSMENT EXERCISE
• FRENCH B1 PRODUCTIONS
NEXT STEPS …
COMPRENDl'interlocuteur
ÉTENDUE GÉNÉRALE& PRÉCISION AISANCE VOCABULAIRE
GRAMMAIRE& NIVEAU DE PHRASES
PRONONCIATION& INTONATION
CERL Cote
DÉPASSEMENT
O semble comprendreen détail
tout ce qui est dit
ou
O aucun problèmeconstaté
(mais non testéen profondeur)
exprime clairement toutes ses idées sans restriction
apparentefluide et spontané
O vaste répertoire général et spécifique
O erreurs non significatives
O (très) bon contrôle
O bévues occasionnelles, non systématiques
O TB prononciationet intonation
O erreurs rares (mots peu courant)
>>
20
19
18
O exprime clairement idées variées
par des énoncés +/- complexes et assez longs
débit assez régulier
quelqueshésitations
mais peu de longues pauses
O assez varié et généralement exact
O bon usage du vocabulaire du cours
O lacunes ne gênant pas la communic.
O auto-correction OK
O capable de faire des phrases complexes
correctes
O erreurs ne conduisant pas à des malentendus
O auto-correction OK
O bon feeling général de la prononciation
O erreurs occasionnelles
>
17
16
15
RÉUSSITEglobalement OK
moyennant répétition ou reformulation occasionnelle
O se débrouille
répond à toutes les questions
d'une façon compréhensiblemalgré difficultés
de formulation
O détailsparfois difficile à comprendre
pauses et hésitations fréquentes
cherche ses mots et ses phrases
mais sans que cela ne gêne trop la communication
O limité mais suffisant pour s'exprimer à l'aide de
périphrases
O bonne maîtrise du vocab. élémentaire
O erreurs sérieuses dans vocabulaire
plus spécifique
O usage correct de tournures simples
et fréquentes
O mélange de bonnes et moins bonnes phrases
O erreurs régulières ne gênant pas la communic.
O clairement intelligible malgré accent et/ou
erreurs
O accent étranger perceptible
O erreurs ne gênant pas la compréhension
B1
14
13
12
11
SEUIL limite / variable limite / variable limite / variable limite / variable limite / variable limite / variable 10
ÉCHEC
O reformulationlente et simplifiée
souvent nécessaire
O quelques points non compris
malgré répétition
O interventions courtes et simples
O échange d'infos limité
O ne parvient pas répondre à
certaines questions et/ou à exprimer certaines
idées +/- simples
O plusieurs phrases pas claires du tout
hésitations,lenteur ou
longs silences nuisant à la communication
O lacunes gênant parfois la communication
O répertoire restreint mais suffisant pour
communication élémentaire
O lacunes/confusions fréquentes dans vocab. de
base
O lacunes évidentes dans vocab. du cours
O erreurs gênant parfois la communic.
O phrases courtes et très simples
O nombreuses phrases boiteuses ou incomplètes
O commet encore systématiquement des
erreurs élémentaires (conjug., temps, pronoms,…)
O erreurs gênant parfois la compréhension
O net accent étranger
O erreurs fréquentes y compris dans mots
souvent répétés au cours
A2
9
8
7
seules les questions très simples
et très lentes sont comprises
O nombreuses interventions
incompréhensibles
O échange d'infos très limité
O recours au FR
hésitations ou lenteur nuisant gravement
à lacommunication
O lacunes gênant souvent la communic.
O manque flagrantde vocabulaire même pour exprimer des choses très
simples
O répertoire très limité
O erreurs gênant souvent la communication
O majorité de phrases fautives
O contrôle limité, phrases très basiques,
répertoire mémorisé
O erreurs très fréquentes
gênant souvent la compréhension
O prononciation OK d'un répertoire très limité
A1
654321
COMPREND l’interlocuteur
Se fait COMPRENDRE AISANCE et FLUIDITE VOCABULAIRE GRAMMAIRE et NIVEAU DE PHRASES
PRONONCIATION et INTONATION CERL /20
DEPASSEMENT○ comprend
parfaitement tout ce qui est dit
○ exprime parfaitement toutes
ses idées
○ fluide et spontané ○ vaste répertoire général et spécifique
○ aucune faute ○ niveau natif>>
201918
○ exprime clairement idées variées par des
énoncés +/- complexes et assez
longs
○ débit assez régulier○ peu d’hésitations
○ assez varié et généralement exact
○ capable de faire des phrases complexes et
variées correctes○ peu de fautes
○ très bonnes prononciation et
intonation> 17
1615
14.1
REUSSITE○ globalement ok
○ se débrouille, répond à toutes les
questions d’une façon compréhensible
○ quelques hésitations dues à la réflexion
○ bon usage du vocabulaire du cours○ lacunes ne gênant
pas la communication
○ usage correct de tournures simples et
fréquentes○ fautes occasionnelles
○ clairement intelligible malgré accent et/ou
erreurs
B1 1413
12.1
○ se débrouille, interventions courtes
et simples
○ hésitations fréquentes sans que
cela ne gène la communication
○ limité mais suffisant pour s’exprimer à
l’aide de périphrases○ bonne maîtrise du
vocabulaire élémentaire
○ erreurs ne gênant pas la communication 12
1110
ECHEC ○ OK après répétition ○ ne parvient pas à répondre à certaines
questions et/ou à exprimer certaines idées +/- simples
○ hésitations, lenteurs ou longs silences
nuisant à la communication
○ tout juste suffisant pour s’exprimer mais
basique
○ phrases basiques○ erreurs fréquentes
○ erreurs gênant parfois la compréhension
○ net accent étrangerA2 9
8
○ pas toujours malgré répétition
○ plusieurs phrases pas claires du tout
○ lacunes/confusions fréquentes dans
vocabulaire de base
○ commet encore systématiquement des erreurs élémentaires
(conjug., temps, pronoms,…)
○ erreurs fréquentes y compris des mots
souvent répétés au cours76
5.1
○ seules les questions très simples et très
lentes sont comprises
○ nombreuses interventions
incompréhensibles○ recours au français
○ hésitations ou lenteur nuisant gravement à la
communication (très pénible)
○ manque flagrant de vocabulaire même pour exprimer des choses très simples
○ majorité de phrases fautives
○ rend la compréhension très difficile A1 5
43
○ absence totale ou quasi-totale de réponses ou de production 21
• TO OUR STUDENTS
• TO OUR POTENTIAL STUDENTS
• TO POTENTIAL EMPLOYERS
COMMUNICATION …
TO OUR STUDENTS …
Pour m’améliorer, je vais …
Ma participation en classe
Mon travail sur ELLA
Mes contacts avec la langue en dehors du cours
TO OUR STUDENTS …
Pour m’améliorer, je vais …M’exprime en continuPrends part à une conversationPrononce les mots correctementComprends l’essentiel des nouvelles de Comprends les auditions du coursRédige un texte selon des instructions précises Rédige un texte libre sur un sujet donnéComprends les idées principales d’un article de pressePeux utiliser correctement le vocabulaire vu au coursMaîtrise : Les articlesLe genre et le nombre des noms et des adjectifsLes pronoms personnels et objetsLes pronoms relatifsLa structure de la phrase (ordre des mots)Les temps du présent ( present simple, continuous, perfect)Le « s » à la troisième personne du présentLes temps du passé (past simple, continuous, perfect)Les temps du futurLes 3 formes conditionnellesLa voix passiveLes auxiliaires de modeLes comparatifs et superlatifs
QUESTIONS … ?
THANK YOU …