CEFR : ??????????????????????????????????????

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CEFR ??????????????????????????????????????
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??? 1. ???????????????????????????????????????????
????? ?????? The Common European Framework of
Reference for Languages (CEFR) ????
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????????? ???????????????????????
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• CEFR ???? ????????????????????????????????????????
  ??????????? (curriculum) ???????????? (syllabus)
  ??????????????? (assessment)
• An action-oriented approach
• CEFR ???????????????? ???????????????????????????
  ??????? ??????????????????????????????????????????
  ?????? ???????????????????????????????????
• ????????? (scale) ??????????????????????????
  (A1-C2) ??????????????????????????????????????????
  ???????????????????????????????????????????

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??????????????????????????????????? CEFR
?????????? A A B B C C
????????? Basic User ????????????????????? Basic User ????????????????????? Independent User ??????????????????? Independent User ??????????????????? Proficient User ???????????????????????? Proficient User ????????????????????????
????? A1 A2 B1 B2 C1 C2
????????? Breakthrough or beginner Waystage or elementary Threshold or intermediate Vantage or upper intermediate Effective Operational Proficiency or advanced Mastery or proficiency
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CEFR ???????????????????

• ???????????????????? ?????????????????????????????
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• ??????????????????????????/ ???????????????
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• ?????????????????????????????????? ????????????
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CEFR ??????????????????????????? 6 ?????

• ?????????????????????? A
• ???????????????????????? B
• ????????????????????????????????????? C

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?????? CEFR ??????????????????????????????????????
????????????????/????????????????
????????????? ??????????????? ??????? ????????????????????????????? CEFR
???????????????????????????????? (?.6) ?????????????????????? A1
?????????????????????????? (?.3) ?????????????????????? A2
???????????????????????????? (?.6/???.) ??????????????????? B1

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????? ????????
A1 ???????????????????????????????????????????????????? ??????????????????????????? ??????????????????????????????????????????? ???? ????????????? ????????????? ?????????? ?????????????????????? ??????????????????????????????????????????????????????
A2 ?????????????????????????????????????????????????????????????? ??????????????????????????????????????? ??????? ?????????? ???????? ??????????????????????????????????????????????????? ?????????????????????? ??????????????????? ??????????? ??????? ??????????? ????????????????????????????
B1 ????????????????? ????? ????????????????????????????????????? ????????????????????????? ???????? ???? ???????? ???????? ???????? ??? ????????????????????????????? ????????????????????????????????????????????????? ?????????????????????? ????????? ??????? ???????? ??????????????????????

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Level group Level group name level Level name description
A Basic User A1 Breakthrough or Begin ner - Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction 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.
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Level group Level group name level Level name description
A Basic User A2 Waystage Or Eelementary 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.
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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.
Independent User B1
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Independent User B2
Can understand the main ideas of complex text on
both concrete and abstract topics, including
technical discussions in his/her field
ofspecialisation. 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 Independent disadvantages of
various options.
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Proficient User C 1
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
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Proficient User C 2
Can understand with ease virtually everything
heard or read. Can summarise 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.
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?????????????????????????????? CEFR
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CEFR Level TOEIC TOEFLPaper TOEFLCBT TOEFLIBT IELTS
A1 0-110 0 - 310 0 - 30 0 - 8 0 - 1
A2 110- 250 310 - 343 33 - 60 9 - 18 1 - 1.5
B1 255 - 400 347 - 393 63 - 90 19 - 29 2 - 2.5
B1 255 - 400 397 - 433 93 - 120 30 - 40 3 - 3.5
B2 405 - 600 437 - 473 123 - 150 41 - 52 4
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• ?????????????????????????????
• ????????????????????? (???????????????????????????
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• ?????????????????????????? (??????????????????????
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  ???????????? ???)
• ?????????????????????? (?????????????
  ????????????? ????????? (discourse),
  ???????????????????????????? (function),
  ???????????????????????????? ?????????????????????
  ???????? (interaction)

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• Common Reference Levels
• Understanding
• - Listening
• -Reading
• Speaking
• -Spoken Interaction
• -Spoken Interaction
• Writing

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Communication themes
1. personal identification 2. house and home,
environment 3. daily life 4. free time,
entertainment 5. travel 6. relations with other
people 7. health and body care 8. education 9.
shopping 10. food and drink 11. services 12.
places 13. language 14. weather
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In each of these thematic areas, subcategories
are established. For example, area 4, free time
and entertainment, is subcategorised in the
following way 4.1 leisure 4.2 hobbies and
interests 4.3 radio and TV 4.4 cinema, theatre,
concert, etc. 4.5 exhibitions, museums, etc. 4.6
intellectual and artistic pursuits 4.7 sports 4.8
press
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How do we know?

Some self- assessment checklists
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Listening
  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 recognise phrases, words and expressions related to areas of most immediate priority (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 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.
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Listening
I can follow clearly articulated speech directed at me in everyday conversation, though I sometimes have to ask for repetition of particular words and phrases.
I can generally follow the main points of extended discussion around me, provided speech is clearly articulated in standard dialect.
I can listen to a short narrative and form hypotheses about what will happen next.
I can understand the main points of radio news bulletins and simpler recorded material on topics of personal interest delivered relatively slowly and clearly.
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear.
I can understand simple technical information, such as operating instructions for everyday equipment.
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- Act in compliance with the orders, requests
and instructions that they have heard and read
accurately read aloud sentences, texts, tales and
short verses by observing the principles of
reading choose/specify the sentences and text
corresponding to the meanings of symbols or signs
read tell the main idea and answer questions
after listening to and reading dialogues, simple
tales and stories - Speak/write in an exchange
in interpersonal communication use orders and
requests and give instructions speak/write to
express needs ask for help accept and refuse to
give help in simple situations speak and write
to ask for and give data about themselves,
friends, families and matters around them
speak/write to express their feelings about
various matters and activities around them, as
well as provide brief justifications
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• - Speak/write to give data about themselves,
  friends and the surrounding environment draw
  pictures, plans, charts and tables to show the
  various data that they have heard and read
  speak/write to show opinions about various
  matters around them
• - Use words, tone of voice, gestures and
  manners politely and appropriately by observing
  social manners and culture of native speakers
  give data about the festivals/important
  days/celebrations/lifestyles of native speakers
  participate in language and cultural activities
  in accordance with their interests

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Word index for Breakthrough

• Language functions
• discourse
• 6.

1.imparting and seeking factual
information 2.expressing and eliciting
attitudes 3.getting things done
(suasion) 4.socialising 5.structuring
discourse 6.communication repair
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Volitional
d
2.7.1 expressing wants, desires (something) Id
like NP , please (to do something) Id like to
Vpinf ., please (asking for something) Can I have
NP , please? (asking to do something 2.7.2
enquiring about wants, desires You would like (to
do) something? (to have something) NP? (to do
something) You, he, she, they would like to
Vpinf .?
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A.4. Free time, entertainment Learners CAN say
when they are free and what they do in their
spare time. They can elicit and understand
information on these topics from other
people A.4.1 leisure to be free (plus time
reference, see Chapter 4, section 3) (to go on)
holiday (see also Chapter 5, section B.2) to go
out A 4.2 play and games to play toy doll
draw(ing) paint(ing) game names of
games (e.g. ludo, snap, poker) names of
playground equipment (e.g. swing, slide,
see-saw)
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4.2 play and games to play toy doll draw(ing)
paint(ing) game names of games(e.g. ludo,
snap, poker) names of playground equipment
(e.g. swing, slide, see-saw)

• A.4.4 entertainment, media
• radio
• hi-fi
• to listen (to)
• television, TV
• video
• to watch
• programme
• news
• quiz
• film
• music

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Types of assessment
1 Achievement assessment - Proficiency
assessment 2 Norm-referencing (NR) -
Criterion-referencing (CR) 3 Mastery learning
CR - Continuum CR 4 Continuous assessment - Fixed
assessment points 5 Formative assessment
-Summative assessment 6 Direct assessment
-Indirect assessment 7 Performance assessment -
Knowledge assessment 8 Subjective assessment
-Objective assessment 9 Checklist rating - -
Performance rating 10 Impression -Guided
judgement 11 Holistic assessment -Analytic
assessment 12 Series assessment - Category
assessment 13 Assessment by others -
Self-assessment