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Education office, Evaz district, autumn 1393 Presenter: Rahmanpour CEF (Common European Framework): The basis of the new course book development in Iran.

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Presentation on theme: "Education office, Evaz district, autumn 1393 Presenter: Rahmanpour CEF (Common European Framework): The basis of the new course book development in Iran."— Presentation transcript:

1 Education office, Evaz district, autumn 1393 Presenter: Rahmanpour CEF (Common European Framework): The basis of the new course book development in Iran. Theory and Basis

2 What is the European framework? It is a means and basis for: 1. Syllabus design 2. Curriculum guidelines 3. Examination 4. Textbook

3 Action Oriented Approach What is action oriented approach? It consider students as “social agents” members of society who have tasks (not exclusively language- related) to accomplish in a given set of circumstances, in a specific environment and within a particular field of action.

4 Features it takes into account competences: they are the sum of knowledge, skills and characteristics that allow a person to perform actions. General: are those not specific to language, but which are called upon for actions of all kinds, including language activities. Communicative: are those which empower a person to act using specifically linguistic means. Context: refers to the constellation of events and situational factors (physical and others), both internal and external to a person, in which acts of communication are embedded.

5 Features continued. Language activities: involve the exercise of one’s communicative language competence in a specific domain in processing one or more texts in order to carry out a task. Receptive Productive Interaction Mediation (translation and interpretation) Language processes: refer to the chain of events, neurological and physiological, involved in the production and reception of speech and writing. Text is any sequence or discourse (spoken and/or written) related to a specific domain and which in the course of carrying out a task becomes the occasion of a language activity, whether as a support or as a goal, as product or process.

6 Features Cont. Domain refers to the broad sectors of social life in which social agents operate. A higher order categorization has been adopted here limiting these to major categories relevant to language learning/teaching and use Educational Occupational public personal domain.

7 Task A task is defined as any purposeful action considered by an individual as necessary in order to achieve a given result in the context of a problem to be solved, an obligation to fulfill or an objective to be achieved. This definition would cover a wide range of actions such as moving a wardrobe, writing a book, obtaining certain conditions in the negotiation of a contract, playing a game of cards, ordering a meal in a restaurant, translating a foreign language text or preparing a class newspaper through group work.

8 CEF levels Breakthrough Waystage Threshold Vantage Effective Operational Pro fi ciency Mastery

9 The scheme A Basic user A1 Breakthrough A2 Waystage B Independent User B1 (Threshold) B2 (Vantage) C Proficient user C1 (Effective Operational Proficiency) C2 Mastery

10 Goals

11 A1 1. Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. 2. Can 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. 3. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

12 A2 1. Can 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). 2. Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. 3. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

13 B1 1. Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. 2. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. 3. Can produce simple connected text on topics which are familiar or of personal interest. 4. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

14 B2 1. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. 2. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. 3. Can 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.

15 C1 1. Can understand a wide range of demanding, longer texts, and recognize implicit meaning. 2. Can express him/herself fluently and spontaneously without much obvious searching for expressions. 3. Can use language flexibly and effectively for social, academic and professional purposes. 4. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

16 C2 1. Can understand with ease virtually everything heard or read. 2. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. 3. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

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