Assessing language: What can we expect at A1, A2, or …€¦ · Zusammenhängendes Sprechen: A1...

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Assessing language: What can we expect at

A1, A2, or B1 level?

Claudia Mewald

(c)Mewald 1


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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

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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

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Curricular guidelines


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- 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

Kompetenzniveaus und Lernjahre



http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf


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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.” Council of Europe, 2001:1

(emphasis added)

6

Hi, I’m Luke.

I’m Jenny.

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The focus on achievement is essential: only

positive formulations of levels of proficiency

are used as objectives.

7

Can introduce him/herself and

others and can ask and answer questions

about personal details …

Global Scale, Council of Europe 2001:24

I can use simple phrases and sentences to

describe where I live and people I know.

Self-assessment grid, Council of Europe 2001:26

Can interact in a simple way but

communication is totally dependent on

repetition….

Qualitative aspects of spoken language use, Council of Europe 2001:29

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A

Basic

User

B

Independent

User

C

Proficient

User

A1 A2

A2+ B1+ B2+

B1 B2 C1 C2

6 levels

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Sorting activity

1. Sort statements according to

difficulty/complexity. Start with the easiest.

2. Group statemets into A1, A2, B1 and B2

Check


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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 (c)Mewald


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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

(emphasis added)

11

What can a Basic User at A2 level do?

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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) (c)Mewald


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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 (c)Mewald



KET & PET vocabulary lists

KET



KET & PET vocabulary lists PET



vocabulary.englishprofile.org


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• 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

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Grammar A2


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• ing clauses

• Whose relative clauses

• Indirect questions

• Clauses with what as subject/object

• Verb+object+infinitive

• easy+infinitive

• Some complex auxiliaries

• Additional modal uses

Handout: KET/PET Grammar list

Maria saw him taking a taxi. … this famous painter whose pictures I like so much. Guess where it is?

This is what I think. 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

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Grammar B1


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References

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Council of Europe (2011). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: CUP http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp English Profile: CEFR for English http://www.englishprofile.org/

UCLES/CUP. (2011). English Profile. Introducing the CEFR for English. http://vocabulary.englishprofile.org/

Assessing language: What can we expect at A1, A2, or …€¦ · Zusammenhängendes Sprechen: A1...

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