TELL ME ABOUT THE CEF, WILL YOU? NOT TODAY, PLEASE, DARLING!

TELL ME ABOUT

THE CEF, WILL YOU?

NOT TODAY,

PLEASE, DARLING!

TH. BAISIPONTLANGUAGE COORDINATOR

EPHEC UNIVERSITY COLLEGEBRUSSELS

IMPLEMENTING THE C.E.F.R. A PRACTICAL FOCUS

HOLY GRAIL ?

1. CONTEXT

2. WHERE DID WE START?

3. « CAN DO » STATEMENTS APPROACH

4. CEF SELF ASSESSMENT GRID

5. NECESSARY ADAPTATIONS TO THE CEF GRID

6. CHALLENGES

7. CONTRADICTIONS

8. COMMUNICATION

IMPLEMENTING THE C.E.F.R. A PRACTICAL FOCUS

1. CONTEXT : EPHEC

FRENCH SPEAKING UNIVERSITY COLLEGE

3-YEAR STUDY PROGRAMMES

LAW – ACCOUNTING – MARKETING – INTERNATIONAL TRADE

3,000 students

54 LANGUAGE TEACHERS

ENGLISHA2 B2/C1

DUTCH

SPANISHø B1

GERMAN

International trade

Accounting

Law Marketing

Year 1

90 75 75 90

Year 2

90 75 75 90

Year 3

37.5 37.5 37.5 37.560 min – PER YEAR – PER LANGUAGE

2. WHERE DID WE START?

READ

UNDERSTAND

EXPLAIN

CEF … AN OPPORTUNITY TO …

RETHINK AND QUESTIONOUR TEACHING AND ASSESSMENT

METHODS

3. « CAN DO SATEMENTS » APPROACH

« CAN’T DO SATEMENTS »

SKILLS AND TASKS

GRAMMAR & VOCABULARY

4. CEF SELF ASSESSMENT GRID

A1 A2 B1 B2 C1 C2

U n d e r s t a n d i n g

Listening

I can understand familiar words and very basic phrases concerning myself,

my family and immediate concrete surroundings when people speak slowly

and clearly.

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g.

very basic personal and family information, shopping, local area,

employment). I can catch the main point in short, clear, simple messages and

announcements.

I can understand the main points of clear standard speech on familiar matters

regularly encountered in work, school, leisure, etc. I can understand the main point

of many radio or TV programmes on current affairs or topics of personal or

professional interest when the delivery is relatively slow and clear.

I can understand extended speech and lectures and follow even complex lines

of argument provided the topic is reasonably familiar. I can understand

most TV news and current affairs programmes. I can understand the

majority of films in standard dialect.

I can understand extended speech even when it is not clearly structured and

when relationships are only implied and not signalled explicitly. I can understand television programmes and films without

too much effort.

I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided. I have

some time to get familiar with the accent.

ReadingI can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

I can read very short, simple texts. I can find specific, predictable information in

simple everyday material such as advertisements, prospectuses, menus and

timetables and I can understand short simple personal letters.

I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal

letters.

I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or

viewpoints. I can understand contemporary literary prose.

I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand

specialised articles and longer technical instructions, even when they do not

relate to my field.

I can read with ease virtually all forms of the written language, including

abstract, structurally or linguistically complex texts such as manuals,

specialised articles and literary works.

S p e a k i n g

Spoken interaction

I can interact in a simple way provided the other person is prepared to repeat or

rephrase things at a slower rate of speech and help me formulate what I'm

trying to say. I can ask and answer simple questions in areas of immediate

need or on very familiar topics.

I can communicate in simple and routine tasks requiring a simple and direct

exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I

can't usually understand enough to keep the conversation going myself.

I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared

into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work,

travel and current events).

I can interact with a degree of fluency and spontaneity that makes regular

interaction with native speakers quite possible. I can take an active part in

discussion in familiar contexts, accounting for and sustaining my views.

I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for

social and professional purposes. I can formulate ideas and opinions with

precision and relate my contribution skilfully to those of other speakers.

I can take part effortlessly in any conversation or discussion and have a

good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey

finer shades of meaning precisely. If I do have a problem I can backtrack and

restructure around the difficulty so smoothly that other people are hardly

aware of it.

Spoken productionI can use simple phrases and sentences to describe where I live and people I

know.

I can use a series of phrases and sentences to describe in simple terms my family and

other people, living conditions, my educational background and my present

or most recent job.

I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can

briefly give reasons and explanations for opinions and plans. I can narrate a story or

relate the plot of a book or film and describe my reactions.

I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a

viewpoint on a topical issue giving the advantages and disadvantages of various

options.

I can present clear, detailed descriptions of complex subjects integrating sub-

themes, developing particular points and rounding off with an appropriate

conclusion.

I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure

which helps the recipient to notice and remember significant points.

Writing

I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details,

for example entering my name, nationality and address on a hotel

registration form.

I can write short, simple notes and messages. I can write a very simple

personal letter, for example thanking someone for something.

I can write simple connected text on topics which are familiar or of personal interest. I

can write personal letters describing experiences and impressions.

I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I

can write letters highlighting the personal significance of events and

experiences.

I can express myself in clear, well-structured text, expressing points of

view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select a style

appropriate to the reader in mind.

I can write clear, smoothly-flowing text in an appropriate style. I can write

complex letters, reports or articles which present a case with an effective

logical structure which helps the recipient to notice and remember

significant points. I can write summaries and reviews of

professional or literary works.

WHICH LEARNING OUTCOMES FOR EACH OF THE THREE YEARS?

ACCORDING TO : GENERAL LEVEL OF

FRENCH- SPEAKING SECONDARY EDUCATION

REQUIREMENTS OF POTENTIAL EMPLOYERSFOR EACH CURRICULUM

EXAMPLE : INTERNATIONAL TRADE

1st YEAR 2nd YEAR 3rd YEAR

Listening

I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure,

etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or

professional interest when the delivery is

relatively slow and clear. B1

I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow

and clear. B1

I can understand extended speech and lectures and follow even complex lines of argument provided the topic is

reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority

of films in standard dialect. B2

Reading

I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand

the description of events, feelings and wishes in personal letters

B1

I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or

viewpoints. I can understand contemporary literary prose.

B2

I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand

contemporary literary prose. B2

Spoken interaction

I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared

into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel

and current events).

B1

I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for

and sustaining my views.

B2

I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly

and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my

contribution skilfully to those of other speakers. C1

Spoken production

I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I

can narrate a story or relate the plot of a book or film and describe my reactions.

B1

I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint

on a topical issue giving the advantages and disadvantages of various options.

B2

I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and

rounding off with an appropriate conclusion.

C1

Writing

I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing

experiences and impressions. B1

I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters

describing experiences and impressions. B1

I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report,

passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and

experiencesB2

CEF MAPPING

International trade

Accounting

Law Marketing

Year 1

B1 B1 B1 B1

Year 2

B1 – B2 B1+ - B2 B1+ - B2

B2

Year 3

B2 – C1 B2 – B2+ B2 – B2+

B2 – C1

5. NECESSARY ADAPTATIONS TO THE SELF ASSESSMENT GRID

ACCORDING TO …

THE SPECIFICSOF EACH CURRICULUM

THE REQUIREMENTS OF POTENTIAL EMPLOYERS

Beaucoup utilisée

Peu utilisée

Pas utilisée

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%100,00%

94,12%

5,88%

91,18%

8,82%

67,65%

29,41%

2,94%

La compréhension orale

L'expression orale

La compréhension à la lecture

L'expression écrite

EXAMPLE OF POTENTIAL EMPLOYERS’REQUIREMENTS

EXAMPLE OF POTENTIAL EMPLOYERS’REQUIREMENTS

Très important

Peu important

Pas important

15% 30% 45% 60% 75% 90% 105% 120%

100,00%Répondre au téléphone

79,41%

17,65%

2,94%

Prendre des rendez-vous

70,59%

23,53%

5,88%

Accueillir des personnes

35,29%

47,06%

17,65%

Présenter un exposé

55,88%

35,29%

8,82%

Négocier

EXAMPLE : INTERNATIONAL TRADE

1st YEAR

Spoken production

I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate

the plot of a book or film and describe my reactions. present, past, future or hypothetical facts.

B1

6. CHALLENGES

INFER

CONTENT AND LEVEL OF THE COURSEBBOKS

ENVIRONMENT & ORGANISATION OF LEARNING

ORAL PRODUCTION ORAL INTERACTION

OPEN-ENDED QUESTIONS

2 MINUTE TALKS

« What are the places in your country where you

find knowledge of English most useful ?»

ROLE-PLAYS

INFER CONTENT OF COURSEBOOKS

STUDY SKILLS (CEF 107)PRAGMATIC

COMPETENCES (CEF 124)

« B1 : Can adapt his/her expression to deal with

less routine, even difficult situations »

Students are invited to use English with the teachers

in any circumstances,even outside the classroom.

INFER « ENVIRONMENT » or« ORGANISATION OF LEARNING »

« STUDY SKILLS :Ability to use available

materials for independent learning »

INFER ASSESSMENT CRITERIA :E.G. ESSAY WRITING

CONTENU

& CONSIGNES

LOGIQUE DU MESSAGE

& COHERENCE

RICHESSE

& ADEQUATION

DU VOCABULAIRE

RICHESSE

& ADEQUATION

DE LA GRAMMAIRE

Tâche parfaitement

accomplie, convaincante.

Structure claire.

Paragraphes,

Mots liens,

Ponctuation.

Vocabulaire

parfaitement adéquat

Structures

complexes

&

variées

Tâche globalement

accomplie.

Structure

globalement claire

(mots liens de base).

Vocabulaire

globalement adéquat

Phrases globalement bonnes.

Peu de fautes graves.

Tâche

approximativement

accomplie.

Structure

approximative.

Vocabulaire approximatif.Phrases simples.

Erreurs ne gênant pas trop la compréhension.

Tâche insuffisamment accomplie.

Contexte

Nombre d’éléments

Longueur

Redondances

Hors sujet

Structure insuffisamment

accomplie.

Insuffisant.

Manque de vocabulaire.

Trop de lacunes orthographiques.

Peu de phrases

sans fautes.

Bases grammaticales

non maîtrisées.

Obstacle à la

compréhension.

6. CONTRADICTIONS

THE COMPETENCE FOCUSVS ADEQUATE LEARNING BEHAVIOUR

FROM PERMANENT SUMMATIVE ASSESSMENT

TO INDICATIVE ASSESSMENT

6. CONTRADICTIONS

THE COMPETENCE FOCUSVS INPUT ASSESSMENT

FREE WRITING DIRECTED WRITING

Write an essay of 100 words

Describe the supermarket you

usually go to.

Compare two supermarket chains in

Belgium.

You are sending an e-mail to a friend to tell him or her that youare tired out because you havebeen doing your Christmasshopping. When you don’t havemuch time, you always choosethe fast check-ou but the queue issometimes even worse there!You prefer supermarkets becausethey have a wider range ofproducts than corner shops …

Example : essay writing

6. CONTRADICTIONS

CEF STANDARDSVS « TRADITIONAL MARKING »?

… 8/20, 10/20, 12/20, 14/20, 20/20 …

In each of the three year … ?

WHICH LEVEL CORRESPONDS TO …

IN OTHER WORDS …

WHEN STUDENTS REACH B1 LEVEL IN EACH OF THE CRITERIA,

DO THEY DESERVE …

20/20, 16/20, 12/20…?

HOW DID WE PROCEED?

COMMON ASSESSMENT EXERCISE

4 PERFORMANCES

7 TEACHERS

Common assessment exercise

Teacher1 Teacher2 Teacher3 Teacher4 Teacher5 Teacher6 Teacher7

Production1A1 A2 A1+ B1 A1+ A2 A2+

Production2B1 B1 A2+ A2 B1+ A2 A2

Production3B1+ B1 B1+ B1+/B2 B1+ A2 B1+

Production4A2 A2+ A2 A2 A2 A2 B1

Common assessment exercise

Teacher1 Teacher2 Teacher3 Teacher4 Teacher5 Teacher6 Teacher7

Production1A1 A2 A1+ B1 A1+ A2 A2+

6 7.5 8 14 8 6.5 10.5

Production2B1 B1 A2+ A2 B1+ A2 A2

13 11 12.5 10 14 8 8.5

Production3B1+ B1 B1+ B1+/B2 B1+ A2 B1+

10 12 14 15 14 5.5 13

Production4A2 A2+ A2 A2 A2 A2 B1

8 8 11 7 7.5 3.5 11.5

NEXT …

QUANTITATIVE & QUALITATIVE RESEARCH

FACE TO FACE INTERVIEWWITH EACH LANGUAGE TEACHER

WHICH OF THESE PROPOSALS WOULD YOU AGREE WITH?

LEVEL Proposal 1

> than B1 in most of the criteria

16 - 20

> Than B1 in some of the criteria

14 – 15

B1 in all criteria 12 - 13

B1 in most of the criteria

10 - 11

Hésitation B1- / A2+ 9

A2 6 - 8

A1 (elementary) 2 - 5

No production 0


LEVEL Proposal 1

Proposal 2


16 - 20 18 – 20


14 – 15 16 - 17

B1 in all criteria 12 - 13 14 - 15


10 - 11 11 - 13

Hésitation B1- / A2+ 9 10

A2 6 - 8 7 - 9

A1 (elementary) 2 - 5 3 - 6

No production 0 0


LEVEL Proposal 1

Proposal 2

Proposal 3


16 - 20 18 – 2018 - 20


14 – 15 16 - 17

B1 in all criteria 12 - 13 14 - 15 15 - 16


10 - 11 11 - 13 12 - 14

Hésitation B1- / A2+ 9 10 10 - 11

A2 6 - 8 7 - 9 8 - 9

A1 (elementary) 2 - 5 3 - 6 4 - 7

No production 0 0 0


LEVEL Proposal 1

Proposal 2

Proposal 3

Proposal X


16 - 20 18 – 2018 - 20


14 – 15 16 - 17

B1 in all criteria 12 - 13 14 - 15 15 - 16


10 - 11 11 - 13 12 - 14

Hésitation B1- / A2+ 9 10 10 - 11

A2 6 - 8 7 - 9 8 - 9

A1 (elementary) 2 - 5 3 - 6 4 - 7

No production 0 0 0

LEVEL Proposal 1 Proposal 2 Proposal 3


16 - 20 18 – 2018 - 20


14 – 15 16 - 17

B1 in all criteria 12 - 13 14 - 15 15 - 16


10 - 11 11 - 13 12 - 14

Hésitation B1- / A2+ 9 10 10 - 11

A2 6 - 8 7 - 9 8 - 9

A1 (elementary) 2 - 5 3 - 6 4 - 7

No production 0 0 0

SCORES 47 % 29 % 22 %


MINIMUM COMMON GRID

LEVEL MARKS (/20)

SUCCESS

HIGHER than expected in one or more criterium 15-20

IN COMPLIANCE with what is expected

In all or most of the criteria 10-14

CLEARLY NOT

IN COMPLIANCE with what is

expected

In most of the criteria

A2 6-9

A1 3-5

NO OR HARDLY ANY PRODUCTION 0-2

• MAKE THE GRID MORE PRECISE

• COMMON ASSESSMENT EXERCISE

• FRENCH B1 PRODUCTIONS

NEXT STEPS …

COMPRENDl'interlocuteur

ÉTENDUE GÉNÉRALE& PRÉCISION AISANCE VOCABULAIRE

GRAMMAIRE& NIVEAU DE PHRASES

PRONONCIATION& INTONATION

CERL Cote

DÉPASSEMENT

O semble comprendreen détail

tout ce qui est dit

ou

O aucun problèmeconstaté

(mais non testéen profondeur)

exprime clairement toutes ses idées sans restriction

apparentefluide et spontané

O vaste répertoire général et spécifique

O erreurs non significatives

O (très) bon contrôle

O bévues occasionnelles, non systématiques

O TB prononciationet intonation

O erreurs rares (mots peu courant)

>>

20

19

18

O exprime clairement idées variées

par des énoncés +/- complexes et assez longs

débit assez régulier

quelqueshésitations

mais peu de longues pauses

O assez varié et généralement exact

O bon usage du vocabulaire du cours

O lacunes ne gênant pas la communic.

O auto-correction OK

O capable de faire des phrases complexes

correctes

O erreurs ne conduisant pas à des malentendus

O auto-correction OK

O bon feeling général de la prononciation

O erreurs occasionnelles

>

17

16

15

RÉUSSITEglobalement OK

moyennant répétition ou reformulation occasionnelle

O se débrouille

répond à toutes les questions

d'une façon compréhensiblemalgré difficultés

de formulation

O détailsparfois difficile à comprendre

pauses et hésitations fréquentes

cherche ses mots et ses phrases

mais sans que cela ne gêne trop la communication

O limité mais suffisant pour s'exprimer à l'aide de

périphrases

O bonne maîtrise du vocab. élémentaire

O erreurs sérieuses dans vocabulaire

plus spécifique

O usage correct de tournures simples

et fréquentes

O mélange de bonnes et moins bonnes phrases

O erreurs régulières ne gênant pas la communic.

O clairement intelligible malgré accent et/ou

erreurs

O accent étranger perceptible

O erreurs ne gênant pas la compréhension

B1

14

13

12

11

SEUIL limite / variable limite / variable limite / variable limite / variable limite / variable limite / variable 10

ÉCHEC

O reformulationlente et simplifiée

souvent nécessaire

O quelques points non compris

malgré répétition

O interventions courtes et simples

O échange d'infos limité

O ne parvient pas répondre à

certaines questions et/ou à exprimer certaines

idées +/- simples

O plusieurs phrases pas claires du tout

hésitations,lenteur ou

longs silences nuisant à la communication

O lacunes gênant parfois la communication

O répertoire restreint mais suffisant pour

communication élémentaire

O lacunes/confusions fréquentes dans vocab. de

base

O lacunes évidentes dans vocab. du cours

O erreurs gênant parfois la communic.

O phrases courtes et très simples

O nombreuses phrases boiteuses ou incomplètes

O commet encore systématiquement des

erreurs élémentaires (conjug., temps, pronoms,…)

O erreurs gênant parfois la compréhension

O net accent étranger

O erreurs fréquentes y compris dans mots

souvent répétés au cours

A2

9

8

7

seules les questions très simples

et très lentes sont comprises

O nombreuses interventions

incompréhensibles

O échange d'infos très limité

O recours au FR

hésitations ou lenteur nuisant gravement

à lacommunication

O lacunes gênant souvent la communic.

O manque flagrantde vocabulaire même pour exprimer des choses très

simples

O répertoire très limité

O erreurs gênant souvent la communication

O majorité de phrases fautives

O contrôle limité, phrases très basiques,

répertoire mémorisé

O erreurs très fréquentes

gênant souvent la compréhension

O prononciation OK d'un répertoire très limité

A1

654321

COMPREND l’interlocuteur

Se fait COMPRENDRE AISANCE et FLUIDITE VOCABULAIRE GRAMMAIRE et NIVEAU DE PHRASES

PRONONCIATION et INTONATION CERL /20

DEPASSEMENT○ comprend

parfaitement tout ce qui est dit

○ exprime parfaitement toutes

ses idées

○ fluide et spontané ○ vaste répertoire général et spécifique

○ aucune faute ○ niveau natif>>

201918

○ exprime clairement idées variées par des

énoncés +/- complexes et assez

longs

○ débit assez régulier○ peu d’hésitations

○ assez varié et généralement exact

○ capable de faire des phrases complexes et

variées correctes○ peu de fautes

○ très bonnes prononciation et

intonation> 17

1615

14.1

REUSSITE○ globalement ok

○ se débrouille, répond à toutes les

questions d’une façon compréhensible

○ quelques hésitations dues à la réflexion

○ bon usage du vocabulaire du cours○ lacunes ne gênant

pas la communication

○ usage correct de tournures simples et

fréquentes○ fautes occasionnelles

○ clairement intelligible malgré accent et/ou

erreurs

B1 1413

12.1

○ se débrouille, interventions courtes

et simples

○ hésitations fréquentes sans que

cela ne gène la communication

○ limité mais suffisant pour s’exprimer à

l’aide de périphrases○ bonne maîtrise du

vocabulaire élémentaire

○ erreurs ne gênant pas la communication 12

1110

ECHEC ○ OK après répétition ○ ne parvient pas à répondre à certaines

questions et/ou à exprimer certaines idées +/- simples

○ hésitations, lenteurs ou longs silences

nuisant à la communication

○ tout juste suffisant pour s’exprimer mais

basique

○ phrases basiques○ erreurs fréquentes

○ erreurs gênant parfois la compréhension

○ net accent étrangerA2 9

8

○ pas toujours malgré répétition

○ plusieurs phrases pas claires du tout

○ lacunes/confusions fréquentes dans

vocabulaire de base

○ commet encore systématiquement des erreurs élémentaires

(conjug., temps, pronoms,…)

○ erreurs fréquentes y compris des mots

souvent répétés au cours76

5.1

○ seules les questions très simples et très

lentes sont comprises

○ nombreuses interventions

incompréhensibles○ recours au français

○ hésitations ou lenteur nuisant gravement à la

communication (très pénible)

○ manque flagrant de vocabulaire même pour exprimer des choses très simples

○ majorité de phrases fautives

○ rend la compréhension très difficile A1 5

43

○ absence totale ou quasi-totale de réponses ou de production 21

• TO OUR STUDENTS

• TO OUR POTENTIAL STUDENTS

• TO POTENTIAL EMPLOYERS

COMMUNICATION …

TO OUR STUDENTS …

Pour m’améliorer, je vais …

Ma participation en classe

Mon travail sur ELLA

Mes contacts avec la langue en dehors du cours

TO OUR STUDENTS …

Pour m’améliorer, je vais …M’exprime en continuPrends part à une conversationPrononce les mots correctementComprends l’essentiel des nouvelles de Comprends les auditions du coursRédige un texte selon des instructions précises Rédige un texte libre sur un sujet donnéComprends les idées principales d’un article de pressePeux utiliser correctement le vocabulaire vu au coursMaîtrise : Les articlesLe genre et le nombre des noms et des adjectifsLes pronoms personnels et objetsLes pronoms relatifsLa structure de la phrase (ordre des mots)Les temps du présent ( present simple, continuous, perfect)Le « s » à la troisième personne du présentLes temps du passé (past simple, continuous, perfect)Les temps du futurLes 3 formes conditionnellesLa voix passiveLes auxiliaires de modeLes comparatifs et superlatifs

TO OUR POTENTIAL STUDENTS

www.ephec.be

http://www.ephec.be/

http://www.ephec.be/

QUESTIONS … ?

THANK YOU …

TELL ME ABOUT THE CEF, WILL YOU? NOT TODAY, PLEASE, DARLING!

Documents

Transcript of TELL ME ABOUT THE CEF, WILL YOU? NOT TODAY, PLEASE, DARLING!