Transcript of Education office, Evaz district, autumn 1393 Presenter: Rahmanpour CEF (Common European Framework):...
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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. Theory and Basis
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- What is the European framework? It is a means and basis for: 1.
Syllabus design 2. Curriculum guidelines 3. Examination 4.
Textbook
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- 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.
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- 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.
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- Features continued. Language activities: involve the exercise
of ones 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.
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- 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.
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- 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.
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- CEF levels Breakthrough Waystage Threshold Vantage Effective
Operational Pro ciency Mastery
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- 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
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- Goals
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- 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.
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- 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.
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- 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.
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- 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.
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- 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.
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- 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.