Common European Framework

The common european framework provides a common basic elaboration of language syllabuses,
curriculum guidelines, examination, textbooks, etc. it describes in a comprehensive way what language
learners have to learn to do in order to use a language for communication and what knowledge and
skills they have to develop so as to be able to act effectively.
Levels:
C2: can understand with ease virtually everything heard or read. Also can summarize information
from different spoken and written sources; reconstructing arguments in a coherent presentation.
C1: can understand a wide range of demanding, longer texts, and recognize implicit meaning.
B2: can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialization.
B1: can understand the main points of clear standard input of familiar matters regular encountered
in work, school leisure, etc.
A2: can understand sentences and frequently used expressions related to areas of most immediate
relevance.
A1: can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of concrete type.

Questions:
1. Which information in the presentation and in the experience of workshop 1 do you
consider

will be most useful ? Why?

The most important information are the activities because they provide ideas to understand better
and acquire the language in a correct way.
2. How do you plan to use them?
Creating activities that students can work in groups where they can use cooperative learning.
3. What tasks related to the information will you be able to include for participants in
your future training programmers?
Games, or role plays.
4. How can you teach activities and competences?
By doing them with my students or giving examples of how they can do some activities.
5. What is their place and role in the learning process?
For the teacher is to make the LP and putting in on practice.
6. How do you envisage the interface between activities and competences?
The role of conscious learning should be more important because is when kids learn and practice.
7. What do you think will be the role of conscious learning and what will be acquired by
practice in the two categories?
That students have to achieve the learning just by practice.
8. More specifically: what are the methodological options for the learning / acquisition
of vocabulary and grammar in the context of the ELP?
By making significant activities.
9. When can you say that a communicative language activity has been mastered ?
When students can think by themselves and use the language accurately while communication.

10.How can teachers develop learner awareness of the two metacategories (activities
and competences) and help them to understand them?
By making significant activities and empowering the student so they believe they can do all the
things they want to.