Cefr: Background and Aims What is the cefr?

CEFR: General Activities

Defining B2 and C1

PART 1

In groups – please discuss:

• What factors affect difficulty in the 4 skills? (10 – 15 mins)
• How do these factors differ for B2 and C1? (10 mins)
• What questions arose from this discussion?

PART 2

• Join another group to compare notes for 5 minutes.

Factors affecting reading

Topic –concrete/unfamiliar/familiar/specialised/general/abstract

Type of text

Discourse mode

Length of text

Detail and density of information

Vocabulary/grammar

Register

Structure of text

Time to read

Visual aid or pure text

Cognitive complexity of task to be performed

Sociolinguistic/sociocultural features

Factors affecting listening

Topic –concrete/unfamiliar/familiar/specialised/general/abstract

Type of text

Discourse mode

Length of text and speed

Detail and density of information

Vocabulary/grammar

Register/accent and number of speakers

Structure of text

Time to listen (once or twice)

Cognitive complexity of task to be performed

Sociolinguistic/sociocultural features

Factors affecting writing

Topic –concrete/unfamiliar/familiar/specialised/general/abstract

Genre

Discourse mode

Length of response

Vocabulary/grammar

Register/accent

Structure of text

Knowledge telling or knowledge transforming

Cognitive complexity of task to be performed

Sociolinguistic/sociocultural features

Time to write and planning time

Factors affecting speaking

Topic –concrete/unfamiliar/familiar/specialised/general/abstract

Function – long turn or short turn

Production or interaction

Detail needed

Pronunciation / stress, intonation etc.

Fluency

Discourse mode

Length of response/ planning time

Vocabulary/grammar

Register

Cognitive complexity of task to be performed

Sociolinguistic/sociocultural features

Levels in order

Please look at Activity 1 on page 1 of your workbook

Overall CEFR Scales Activity

There are four scales and their levels are not in the correct order. In groups, please assign the text to the correct level.

Reception – overall reading

Reception – overall listening

Production – overall speaking

Production – overall writing

CEFR: B2 and C1 Activities

Using the CEFR Descriptors

• Relating learning aims to real world language use, thus giving a framework to action-oriented learning
• Providing transparent ‘signposting’ to learners, parents, sponsors
• Offering a ‘menu’ to negotiate priorities with adult learners in a process of ongoing needs analysis
• Suggesting classroom tasks to teachers
• Introducing criterion-referenced assessment with the criteria relating to an external framework (here the CEFR)