Classes 1 & 2: Communicative Ability According to CEFR (小学校の英語）

/ 小学校の英語, CEFR / By

Common European Framework of References for Languages

外国語の学習・教授・評価のためのヨーロッパ言語共通参照枠

<<Last week’s practice test results are below:>>

1. What is CEFR?

CEFR is a way for describing English proficiency. There are 3 big categories and six levels. Each level describes what learners at that level can do.

What level would you give yourself?

BCOverViewCEFR

2. CEFR and Japan

CEFR is used to set learning targets for schools, universities, and countries.
  • 中・高等学校教員養成課程：外国語（英語）B２
  • 小学校教員養成課程：B1

2.1 CEFR-J (日本版のCEFR)

  1. Look at the CEFR-J chart, what are the different skills?
  2. Rate your ability in each of the skills.
    • Gist, formulaic expression, reference
  3. Read your ability to a friend in English, your friend must tell you what that ability is looking at only the Japanese.

3. History of CEFR

  1. Let’s study the new words together!
  2. Listen to James read about the history of CEFR and fill out the words.
  3. Discussion
Advantages

I i t r o o 4 y o r.

I i v c.

T l a k b p t t w.

Disadvantages

D a n a f y l.

C r t v o E.

T l c i e C l i n c.

Don’t look at the answers!

Advantages (Answers)

It is the result of over 40 years of research.

It is very comprehensive.

The levels are known by people throughout the world.

Disadvantages (Answers)

Descriptors are not appropriate for young learners.

CEFR represents the values of Europe

The language content in each CEFR level is not clear.

4. What is communicative ability and what kind of communicative ability is appropriate for elementary school children?

  • Click here to study the words.
  • Communicative Abilities for the pre Al and Al Level According to CEFR. Look up the descriptors for the Mindmap in the document below.

Examples of A1 Descriptors for Communicative Abilities

Sociolinguistic (A1)

Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry etc.

Examples

  • Can introduce myself and other people.
  • I can greet and respond to a greeting.
  • I can apologise. I can say thank you.
  • I can say please and thank you.
  • I can say hello and goodbye to my teachers and classmates.
  • I can ask for permission (to leave the classroom, to go to the toilet, to speak in the classroom).
  • I can make and reply to simple requests.

Pragmatic

Coherence and cohesion (A1)
  • Can link words or groups of words with very basic linear connectors like ‘and’ or ‘then’.
Propositional Precision
  • Can communicate very basic information about personal details in a simple way. (Pre-A1)
  • Can communicate basic information about personal details and needs of a concrete type in a simple way. (A1)
Spoken Fluency
  • Can manage very short, isolated, rehearsed utterances using gesture and signalled requests for help when necessary. (Pre-A1)
  • Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication. (A1)
Linguistic (A1)
  • Can use isolated words and basic expressions in order to give simple information about him/herself. (Pre-A1)
  • Has a very basic range of simple expressions about personal details and needs of a concrete type. (A1)
Vocabulary (A1)
  • Has a basic vocabulary repertoire of words and phrases related to particular concrete situations. (A1)

Examples

  • I can understand some short sentences with names of people, animals, objects, plants and flowers, parts of the body, food, clothes, days of the week, months of the year, seasons of the year, means of transport, holidays and festivities, jobs.
  • I can understand the days of the week.
  • I can recognize the names of other countries in the world.
  • I can understand the names of some animals and plants.
Grammatical Accuracy
  • Can employ very simple principles of word order in short statements. (Pre A1)
  • Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire. (A1)
Phonological Control (A1)
  • Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by interlocutors used to dealing with speakers of the language group concerned. Can reproduce correctly a limited range of sounds as well as the stress on simple, familiar words and phrases. (A1)

Sound Articulation (A1)

  • Can reproduce sounds in the target language if carefully guided. (A1)

Prosodic Features (A1)

  • Can use the prosodic features of a limited repertoire of simple words and phrases intelligibly, in spite of a very strong influence on stress, rhythm, and/or intonation from other language(s) he/she speaks; his/her interlocutor needs to be collaborative.

Orthographic Control

  • Can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly. (A1)

Examples

  • I can copy simple words and short sentences.
  • I can copy words and short sentences.
  • I can copy words from the board.
  • I can copy words for colours and shapes from the board.
  • I can copy words about transport from the board.
  • I can copy sentences about seasons and festivals from the board.

CEFR Descriptors for Children aged 7 – 10

5. Teach following role plays to another group. After that discuss: What communicative abilities do these role plays target? What kind of reading, writing, speaking (interaction), and listening skills do they target?

To teach the following role plays do the following procedure:

1) Act out the demonstration and confirm the meaning.

2) Create your own, original one, act it out, and confirm the meaning.

3) Practice the key structures: (e.g. I’m from …..)

4) Have your students make their own role plays and act them out. To do a role play, students have to pretend to be someone else.

5) Discuss the types of CEFR abilities and skills this is targetting.

1. Where are you from?

B. What’s your favorite TV show?

C. Where were you yesterday?

D. What will you go?

E. Where did you buy it?

F. What time do you usually start?

G. Where do you live?

H. Where were you?

I. Have you seen a movie lately?

CEFR and Curricular Resources

CEFR Descriptors for Children aged 7 – 10

(These are CEFR “Can dos” specifically for children)

CEFR Homepage

Full-text of the original CEFR

Grammar and vocabulary for CEFR

(It allows you to search for the CEFR level of words and grammar)

CEFR Report on Grammar and Topics for Each CEFR Level

This gives the

CEFR-J website

(You can download CEFR specifically made for Japan)

We can! and Let’s Try Wordlist

(A list of We can! and Let’s try! words compiled by the Hall laboratory.)

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