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Introduction, What is the Common European Framework of the global levels described as A2 B2 etc The main levels. Reference are summarised below, The Council of Europe has developed the Common European. Students can use the language, Framework of Reference for Languages or CEFR for short C2 Mastery precisely and fluently with near. with a view to promoting language teaching and learning native competence. within Europe and to provide a framework which permits Proficient. Effective Students are proficient in the, the comparison of individuals language levels in an impartial. C1 Operational language and have a wide range,way of vocabulary.
Proficiency, What are the aims of the CEFR Students are able to express. B2 Vantage themselves in increasingly abstract, While the CEFR does not dictate a single method of teaching and. Independent ways, learning it encourages teachers and course providers to reconsider. their course content approach and assessment based on some core Students at this level can maintain. B1 Threshold, principles These are stated at the beginning of the book conversations. 1 To ensure that all sections of their populations have access to Students are able to get by in. effective means of acquiring a knowledge of the languages A2 Waystage an increasing range of social. Basic situations, of other member states as well as the skills in the use.
of those languages that will enable them to satisfy their Students can express themselves. A1 Breakthrough,communicative needs in simple basic language. 1 1 to deal with the business of everyday life in another. country and to help foreigners staying in their own Based on these global descriptions of the six levels the CEFR. country to do so illustrates how these can be applied to a language user s. ability in the specific domains and skills we mentioned before. 1 2 to exchange information and ideas with young people. For example for Conversation A1 level is described as Can. and adults who speak a different language and to, ask how people are and react to news and C2 as Can use. communicate their thoughts and feelings to them, language flexibly and effectively for social purposes This. 1 3 to achieve a wider and deeper understanding of the way. means language users are able to describe their abilities more. of life and forms of thought of other peoples and of their. accurately showing a higher level in social situations than say. cultural heritage,academic writing and discussions. 2 To promote encourage and support the efforts of teachers and. learners at all levels to apply in their own situation the prin CEFR levels coursebooks and Outcomes. ciples of the construction of language learning systems It is important to realize that the CEFR is not a syllabus. 2 1 by basing language teaching and learning on the needs and does not provide scales for every possible language. motivations characteristics and resources of learners situations for students For example a student s needs and. 2 2 by de ning worthwhile and realistic objectives as motivation may lead them to the task of talking about football. explicitly as possible not exemplified in the CEFR However we can construct. 2 3 by developing appropriate methods and materials a scale based on the global and specific scales in the CEFR. Working from these principles the CEFR encourages us to think and say that an A1 student can exchange basic opinions on. about the domains in which we use language social public matches players and teams but a C2 student can describe. occupational and educational It then suggests we consider matches and incidents in detail using a range of language. specific situations within these domains the people we might including colloquial expressions and jargon As a teacher or. need to interact with the objects we may use the things we materials writer we can then think of the language students. may read or listen to and the things we may need to do with will need to achieve these levels and how we might present. language It then tries to describe not only what a language user and practise it. can do but also what they are able to do in the language both Furthermore the can do statements describe achievement. generally and in specific skills domains and situations such and current ability not the student s future level the language. as Informal discussion with friends or Formal discussion required to reach that level or the time it will take No. and meetings The CEFR also encourages and comments on coursebook can guarantee a level a student will attain and it. areas such as intercultural awareness self directed learning is for you to judge whether the language presented will help. paralinguistics gesture mime etc mediating i e interpreting students achieve their objectives. and translation which have perhaps been less common Finally existing coursebook level descriptors in ELT elementary. features of ELT materials pre intermediate etc do not exactly fit with the CEFR and nor. are the CEFR levels necessarily even steps It seems likely that. How are the levels of the CEFR organised moving from C1 to C2 for example will take a lot longer than. The six levels the CEFR describes range from A1 students with A1 to A2 largely because of the different amounts of vocabulary. an elementary level of English to C2 students who can use the learning each entails. language fluently and with precision However note that there For all these reasons this book has been developed for. is also a level below A1 A0 is the point at which people start students who are at one level and who are working towards. with very little or no language A1 is the first point at which we the next level This means that some tasks and language. can describe a limited range of abilities in a number of skills input particularly at the beginning of the book are aimed. and domains For example students probably need to be able more at revising and teaching language to achieve the lower. to recognize a substantial number of words say 300 for basic level while most other input is aimed at achieving the higher. reading and listening The CEFR also allows for steps between level Note though that in any one class students will achieve. 2 Outcomes Upper Intermediate National Geographic Learning. different levels in any one task including being below or. above the level expected If this happens consistently you are. probably using the wrong level book or the student is in the. wrong class for them That is for you to assess,How does Outcomes match the aims of the.
Outcomes was written very much with the CEFR in mind We. think about what we want students to be able to do and the. kind of conversation they ll have first we write some models. we notice the specific language they may need grammar. words or phrases and we try to present that language in. exercises to help them achieve these goals When we teach. grammar or vocabulary we try to think of clear examples that. might be used in particular situations We also looked at a lot. of the can do statements and specific situations that the testing. organisation ALTE describe We tried to include as many of. these as possible We have also tried to include a range of social. public occupational and educational contexts in terms of all. four skills even at low levels, We have helped students and teachers see these clear objectives. at the beginning of each unit so that students understand. what they should be able to do based on the input and specific. language areas You can also see this in the mapping to the. CEFR here We help students self directed learning with the. Vocabulary Builder the Grammar reference with exercises. and the online workbook which comes with all the student s. books We also help mediation skills through translation. exercises such as the Language Patterns box We encourage. intercultural awareness and the exchange of thoughts and. ideas through many short speaking tasks texts about different. countries and contexts and hearing speakers of different. nationalities,The CEFR and you, It is not only coursebook writers that take the CEFR into. account As a teacher you can also meet CEFR goals by taking. language in the book and giving more examples that make use. of the students immediate knowledge and situation This can. be done by asking questions that encourage students to think. about how they would use language encouraging students. to exchange ideas and feelings and by creating a learning. environment that makes this possible, You might also want to read the CEFR itself and use the Users of. the manual may wish to consider sections it has throughout for. discussions with colleagues or self reflection Visit www coe int. to find out more about the CEFR and download a pdf of the. manual itself, Outcomes Upper Intermediate National Geographic Learning 3. Outcomes Upper Intermediate CEFR Overview,Framework level B1.
Communicative activities,Reception spoken, Understanding interaction between native speakers p9 Listening exA B p15 Listening exA p18 Listening exA B p21. Developing Conversations exA p21 Listening exA B p24 Listening. Can generally follow the main points of extended exA B p26 Listening exA p29 Listening 2 exA B p36 Listening. discussion around him her provided speech is clearly exA B p40 Listening exB C D p42 Listening exA B p44 Listening. articulated in standard dialect exB C p49 Listening exA p53 Listening exA p55 Listening exA B. p64 Listening exA B p70 Listening exA B p74 Listening exA B. C p76 Listening 1 exC p77 Listening 2 exA p80 Listening exA B. p82 Listening exA B p93 Listening exA p98 Listening exA B p104. Listening exA B p110 Listening exA B C,Listening as a member of a live audience. Can follow a lecture or talk within his her own field p8 Grammar exA p10 Listening exB p68 Listening exD. provided the subject matter is familiar and the, presentation straightforward and clearly structured. Listening to radio and audio recordings p28 Listening 1 exA B C p43 Pronunciation exA p47 Listening exB. p56 57 Listening exB D E F p66 Listening exB C p85 Pronunciation. Can understand the information content of the majority exC p86 86 Listening exB D E p96 Listening exB C p100 Reading. of recorded or broadcast audio material on topics of exB p102 103 Listening exC E F p108 Listening exA C p114. personal interest delivered in clear standard speech Listening exB C. Reception written,Overall reading comprehension, Can read straightforward factual texts on subjects related. to his her field and interest with a satisfactory level of. comprehension, Reading for information and argument p22 Reading exA B p22 Speaking exA p30 Reading exC p31.
Speaking exA p38 Reading exB C p47 47 Reading exB C E p47. Can understand articles and reports concerned with Listening exC p50 Reading exB D p58 Reading exC D p66 Reading. contemporary problems in which the writers adopt exA B p72 Reading exB p78 Reading exB p81 Speaking exA. particular stances and viewpoints B2 p84 Reading ex B D p85 Speaking exA p86 Listening exA p94. 95 Reading exA C p100 Speaking exA p100 Reading exA p102. Listening exA p106 Reading exB p108 Vocabulary exC p112 113. Reading exA D p114 Speaking exA p120 Writing exA B p122. Writing exA p123 Practice exA p124 Writing exA p126 Vocabulary. exA p126 Writing exA p128 Writing exB p130 Writing exA B p132. Writing exA p134 Writing exA, Can identify the main conclusions in clearly signalled. p12 Reading Part 1 exB p12 Reading Part 2 exA p16 Reading exC. argumentative texts, 4 Outcomes Upper Intermediate National Geographic Learning. Interaction spoken,Conversation,p8 Speaking exA, Can enter unprepared into conversations on familiar topics. Can maintain a conversation or discussion but may p8 Grammar exD p9 Conversation Practice exA p15 Developing. sometimes be difficult to follow when trying to say exactly Conversations exA p15 Conversation Practice exA p16 Vocabulary. what he she would like to exC p19 Speaking exA p21 Speaking exA p21 Conversation Practice. exA p22 Speaking exA B p22 Vocabulary exD p25 Grammar exD. p25 Speaking exA B p27 Developing Conversations exB C p27. Conversation Practice exA p29 Speaking exA B p31 Grammar exD. p37 Developing Conversations exC p37 Conversation Practice exA. B p38 Vocabulary exB p41 Vocabulary exB p43 Grammar exC p43. Developing Conversations exB p44 Speaking exA B C p45 Grammar. exC p49 Developing Conversations exA C p49 Conversation Practice. exB p55 Developing Conversations exB p55 Conversation Practice. exA p57 Speaking exA p65 Developing Conversations exB p65. Conversation Practice exA B p71 Developing Conversations exB p71. Conversation Practice exA B p75 Grammar exE F p75 Vocabulary. exB p76 Speaking exA p77 Vocabulary exB p77 Developing. conversation exA B p77 Conversation Practice exA B C p83. Developing Conversations exB C p83 Conversation Practice exA p93. Developing Conversations exB p93 Conversation Practice exA B p99. Developing Conversations exC p99 Conversation Practice exB p100. Grammar exD p105 Developing Conversations exB p106 Reading exC. p111 Developing Conversations exC p111 Conversation Practice exA. B C p115 Grammar exB, Can express and respond to feelings such as surprise p8 Grammar exD p9 Conversation Practice exA p15 Developing. happiness sadness interest and indifference Conversations exA p15 Conversation Practice exA p16 Vocabulary. 1 1 to deal with the business of everyday life in another country and to help foreigners staying in their own country to do so exchange information and ideas with young people 1 2 to and adults who speak a different language and to communicate their thoughts and feelings to them 1 3 to achieve a wider and deeper understanding of the way of life and forms of thought of other peoples and of

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