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TELL ME ABOUT THE CEF, WILL YOU? NOT TODAY, PLEASE, DARLING!

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Présentation au sujet: "TELL ME ABOUT THE CEF, WILL YOU? NOT TODAY, PLEASE, DARLING!"— Transcription de la présentation:

1 TELL ME ABOUT THE CEF, WILL YOU? NOT TODAY, PLEASE, DARLING!

2 TH. BAISIPONT LANGUAGE COORDINATOR EPHEC UNIVERSITY COLLEGE BRUSSELS IMPLEMENTING THE C.E.F.R. A PRACTICAL FOCUS

3 HOLY GRAIL ?

4 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

5 1. CONTEXT : EPHEC FRENCH SPEAKING UNIVERSITY COLLEGE 3-YEAR STUDY PROGRAMMES

6 LAW – ACCOUNTING – MARKETING – INTERNATIONAL TRADE 3,000 students 54 LANGUAGE TEACHERS

7 ENGLISH A2B2/C1 DUTCH SPANISH øB1 GERMAN

8 International tradeAccountingLawMarketing Year Year Year min – PER YEAR – PER LANGUAGE

9 2. WHERE DID WE START? READ UNDERSTAND EXPLAIN

10 CEF … AN OPPORTUNITY TO … RETHINK AND QUESTION OUR TEACHING AND ASSESSMENT METHODS

11 3. « CAN DO SATEMENTS » APPROACH « CANT DO SATEMENTS » SKILLS AND TASKS GRAMMAR & VOCABULARY

12 4. CEF SELF ASSESSMENT GRID A1A2B1B2C1C2 U n d e rs ta n d in gU n d e rs ta n d in 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. Reading I 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 in gS p e a k in 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 production I 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.

13 WHICH LEARNING OUTCOMES FOR EACH OF THE THREE YEARS? ACCORDING TO : GENERAL LEVEL OF FRENCH- SPEAKING SECONDARY EDUCATION REQUIREMENTS OF POTENTIAL EMPLOYERS FOR EACH CURRICULUM

14 EXAMPLE : INTERNATIONAL TRADE 1st YEAR2 nd YEAR3rd 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 experiences B2

15 CEF MAPPING International tradeAccountingLawMarketing Year 1 B1 Year 2 B1 – B2B1+ - B2 B2 Year 3 B2 – C1B2 – B2+ B2 – C1

16 5. NECESSARY ADAPTATIONS TO THE SELF ASSESSMENT GRID ACCORDING TO … THE SPECIFICS OF EACH CURRICULUM THE REQUIREMENTS OF POTENTIAL EMPLOYERS

17 E XAMPLE OF POTENTIAL EMPLOYERSREQUIREMENTS

18

19 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

20 6. CHALLENGES INFER CONTENT AND LEVEL OF THE COURSEBBOKS ENVIRONMENT & ORGANISATION OF LEARNING

21 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

22 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 »

23 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 déléments 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.

24 6. CONTRADICTIONS THE COMPETENCE FOCUS VS ADEQUATE LEARNING BEHAVIOUR FROM PERMANENT SUMMATIVE ASSESSMENT TO INDICATIVE ASSESSMENT

25 6. CONTRADICTIONS THE COMPETENCE FOCUS VS INPUT ASSESSMENT

26 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 to a friend to tell him or her that you are tired out because you have been doing your Christmas shopping. When you dont have much time, you always choose the fast check-ou but the queue is sometimes even worse there! You prefer supermarkets because they have a wider range of products than corner shops … Example : essay writing

27 6. CONTRADICTIONS CEF STANDARDS VS « TRADITIONAL MARKING »?

28 … 8/20, 10/20, 12/20, 14/20, 20/20 … In each of the three year … ? WHICH LEVEL CORRESPONDS TO …

29 IN OTHER WORDS … WHEN STUDENTS REACH B1 LEVEL IN EACH OF THE CRITERIA, DO THEY DESERVE … 20/20, 16/20, 12/20…?

30 HOW DID WE PROCEED? COMMON ASSESSMENT EXERCISE 4 PERFORMANCES 7 TEACHERS

31 Common assessment exercise Teacher1Teacher2Teacher3Teacher4Teacher5Teacher6Teacher7 Production1 A1A2A1+B1A1+A2A2+ Production2 B1 A2+A2B1+A2 Production3 B1+B1B1+B1+/B2B1+A2B1+ Production4 A2A2+A2 B1

32 Common assessment exercise Teacher1Teacher2Teacher3Teacher4Teacher5Teacher6Teacher7 Production1 A1A2A1+B1A1+A2A Production2 B1 A2+A2B1+A Production3 B1+B1B1+B1+/B2B1+A2B Production4 A2A2+A2 B

33 Common assessment exercise Teacher1Teacher2Teacher3Teacher4Teacher5Teacher6Teacher7 Production1 A1A2A1+B1A1+A2A Production2 B1 A2+A2B1+A Production3 B1+B1B1+B1+/B2B1+A2B Production4 A2A2+A2 B

34 NEXT … QUANTITATIVE & QUALITATIVE RESEARCH FACE TO FACE INTERVIEW WITH EACH LANGUAGE TEACHER

35 WHICH OF THESE PROPOSALS WOULD YOU AGREE WITH? LEVELProposal 1 > than B1 in most of the criteria > Than B1 in some of the criteria 14 – 15 B1 in all criteria B1 in most of the criteria Hésitation B1- / A2+9 A A1 (elementary)2 - 5 No production0

36 WHICH OF THESE PROPOSALS WOULD YOU AGREE WITH? LEVELProposal 1Proposal 2 > than B1 in most of the criteria – 20 > Than B1 in some of the criteria 14 – B1 in all criteria B1 in most of the criteria Hésitation B1- / A2+910 A A1 (elementary) No production00

37 WHICH OF THESE PROPOSALS WOULD YOU AGREE WITH? LEVELProposal 1Proposal 2Proposal 3 > than B1 in most of the criteria – > Than B1 in some of the criteria 14 – B1 in all criteria B1 in most of the criteria Hésitation B1- / A A A1 (elementary) No production000

38 WHICH OF THESE PROPOSALS WOULD YOU AGREE WITH? LEVELProposal 1Proposal 2Proposal 3Proposal X > than B1 in most of the criteria – > Than B1 in some of the criteria 14 – B1 in all criteria B1 in most of the criteria Hésitation B1- / A A A1 (elementary) No production000

39 LEVELProposal 1Proposal 2Proposal 3 > than B1 in most of the criteria – > Than B1 in some of the criteria 14 – B1 in all criteria B1 in most of the criteria Hésitation B1- / A A A1 (elementary) No production000 SCORES47 %29 %22 % WHICH OF THESE PROPOSALS WOULD YOU AGREE WITH?

40 MINIMUM COMMON GRID

41 MAKE THE GRID MORE PRECISE COMMON ASSESSMENT EXERCISE FRENCH B1 PRODUCTIONS NEXT STEPS …

42 COMPREND l'interlocuteur ÉTENDUE GÉNÉRALE & PRÉCISION AISANCEVOCABULAIRE GRAMMAIRE & NIVEAU DE PHRASES PRONONCIATION & INTONATION CERL Cote DÉPASSEMENT O semble comprendre en détail tout ce qui est dit ou O aucun problème constaté (mais non testé en profondeur) exprime clairement toutes ses idées sans restriction apparente fluide et spontané O vaste répertoire général et spécifique O erreurs non significatives O (très) bon contrôle O bévues occasionnelles, non systématiques O TB prononciation et intonation O erreurs rares (mots peu courant) >> O exprime clairement idées variées par des énoncés +/- complexes et assez longs débit assez régulier quelques hésitations 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 > RÉUSSITE globalement OK moyennant répétition ou reformulation occasionnelle O se débrouille répond à toutes les questions d'une façon compréhensible malgré difficultés de formulation O détails parfois 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 B SEU IL limite / variable 10 ÉCHEC O reformulation lente 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 A 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 la communication O lacunes gênant souvent la communic. O manque flagrant de 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 A

43 COMPREND linterlocuteur Se fait COMPRENDREAISANCE et FLUIDITEVOCABULAIRE 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 >> exprime clairement idées variées par des énoncés +/- complexes et assez longs débit assez régulier peu dhésitations assez varié et généralement exact capable de faire des phrases complexes et variées correctes peu de fautes très bonnes prononciation et intonation > REUSSITE globalement ok se débrouille, répond à toutes les questions dune 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 B se débrouille, interventions courtes et simples hésitations fréquentes sans que cela ne gène la communication limité mais suffisant pour sexprimer à laide de périphrases bonne maîtrise du vocabulaire élémentaire erreurs ne gênant pas la communication 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 sexprimer mais basique phrases basiques erreurs fréquentes erreurs gênant parfois la compréhension net accent étranger A 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 cours 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 difficileA absence totale ou quasi-totale de réponses ou de production2121

44 TO OUR STUDENTS TO OUR POTENTIAL STUDENTS TO POTENTIAL EMPLOYERS COMMUNICATION …

45 TO OUR STUDENTS … Pour maméliorer, je vais … Ma participation en classe Mon travail sur ELLA Mes contacts avec la langue en dehors du cours

46 TO OUR STUDENTS … Pour maméliorer, je vais … Mexprime en continu Prends part à une conversation Prononce les mots correctement Comprends lessentiel des nouvelles de Comprends les auditions du cours Rédige un texte selon des instructions précises Rédige un texte libre sur un sujet donné Comprends les idées principales dun article de presse Peux utiliser correctement le vocabulaire vu au cours Maîtrise : Les articles Le genre et le nombre des noms et des adjectifs Les pronoms personnels et objets Les pronoms relatifs La structure de la phrase (ordre des mots) Les temps du présent ( present simple, continuous, perfect) Le « s » à la troisième personne du présent Les temps du passé (past simple, continuous, perfect) Les temps du futur Les 3 formes conditionnelles La voix passive Les auxiliaires de mode Les comparatifs et superlatifs

47 TO OUR POTENTIAL STUDENTS

48 QUESTIONS … ? THANK YOU …


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