CEFR Listening & Reading Assessment: Assessment Tasks SIP Munich 10th November 2012 Brian North
CEFR Listening & Reading
Assessment:
Assessment Tasks SIP Munich 10th November 2012
Brian North
Contents
1. Project aims
2. EAQUALS CEFR/Portfolio Descriptors
3. Micro-activities in Reception (= Listening / Reading)
4. Assessment ideas
5. An example for Listening at B1
6. Brainstorming assessment ideas
Project Aims
• Focus on for Reading and Listening – because Speaking & Writing are easier to assess with descriptors
• Develop ideas for classroom assessment tasks at CEFR levels
• Develop and trial assessment tasks
Descriptors for Listening
• Overall Listening Comprehension
• Listening to Interlocutors
• Listening in Discussion
• Listening to / Watching Film & TV
• Listening to Announcements
B1 Listening
• Overall Listening Comprehension – I can understand the main points of clear standard
speech on familiar, everyday subjects, provided there is an opportunity to get repetition or clarification sometimes.
B1 Listening
• Overall Listening Comprehension – I can understand the main points of clear standard
speech on familiar, everyday subjects, provided there is an opportunity to get repetition or clarification sometimes.
• Listening to Interlocutors – I can understand what is said to me in everyday
conversations, but I sometimes need help in clarifying particular details.
B1 Listening
• Overall Listening Comprehension – I can understand the main points of clear standard
speech on familiar, everyday subjects, provided there is an opportunity to get repetition or clarification sometimes.
• Listening to Interlocutors – I can understand what is said to me in everyday
conversations, but I sometimes need help in clarifying particular details.
• Listening in Discussion – I can understand the main points of discussion on
familiar topics in everyday situations when people speak clearly, but I sometimes need help in understanding details.
Descriptors for Listening
• Overall Listening Comprehension
• Listening to Interlocutors
• Listening in Discussion
• Listening to / Watching Film & TV
• Listening to Announcements
Descriptors for Reading
• Overall Reading Comprehension
• Reading Correspondence
• Reading for Orientation
• Reading for Information and Argument
• Reading Instructions
• Reading Literature
B1 Reading
• Overall Reading Comprehension – I can understand the main points in straightforward
factual texts on subjects of personal or professional interest well enough to talk about them afterwards.
B1 Reading
• Overall Reading Comprehension – I can understand the main points in straightforward
factual texts on subjects of personal or professional interest well enough to talk about them afterwards.
• Reading Correspondence – I can understand private letters about events, feelings
and wishes well enough to write back.
B1 Reading
• Overall Reading Comprehension – I can understand the main points in straightforward
factual texts on subjects of personal or professional interest well enough to talk about them afterwards.
• Reading Correspondence – I can understand private letters about events, feelings
and wishes well enough to write back.
• Reading for Orientation – I can find and understand relevant information in
brochures, leaflets and other short texts related to my interests.
Descriptors for Reading
• Overall Reading Comprehension
• Reading Correspondence
• Reading for Orientation
• Reading for Information and Argument
• Reading Instructions
• Reading Literature
Microactivities - Reception
B1 B2
Recognise
useful information
relevant facts and
information
which part(s) of the text(s) is relevant to the purpose
a change of direction, style or emphasis
different formulation of the same ideas
Distinguish main point / relevant facts
and information from
specific details
main points from relevant supporting
detail/arguments/examples
such supporting arguments and more precise
information from a digression
aspects reported as facts from those reported as opinion
Understand main points / most
important information
Relevant factual info
an explicitly signalled line
of argument
main conclusions
specific details
main ideas
essentials/essential meaning
explicitly stated points of view, opinions and complex
lines of argument
expressed, specific attitudes
specific details
mood and tone explicitly expressed in the text
Assessment ideas– B1 CEFR Descriptor Micro-activities Text features Task features Item types Example
B1 I can generally follow the main points of extended discussion around me, provided speech is clearly articulated in standard dialect.
Understand main/most important information
Understand main conclusions
Series of 3-4 extracts Perhaps from same TV talk
show Clear, standard, straight-
forward, relatively slow Extremely short (c 1 min)
Hear once only (in test)
One item per extract
No tricky distracters
True / False / NS Matching (really a
repeated MCQ with 5-6 alternatives)
New MCQ each extract
Identify main point of short conversation extracts
B1 I can listen to a short narrative and form hypotheses about what will happen next.
Follow, though not necessarily in detail
Understand an explicitly signalled line of narrative / argument
Distinguish main point / relevant facts and inform-ation from specific details – not central to story line
Narrative in linear order Chain of events –
consequences Clear, standard,
straightforward, relatively
slow
Hear once only Guess what comes
next - recording stops at question point
Answer to each question on separate paper, handed in
Series of MCQ – only one alternative makes sense
Follow a narrative and answer 5 MCQs to predict what comes next when the audio text stops
B1 I can understand the main points of radio news bulletins and sim-pler recorded material on topics of personal interest delivered relatively slowly and clearly.
Understand an explicitly signalled line of narrative / argument
Understand main/most important information
Topics in field of general personal interest
Clear, standard, straightforward, relatively slow
Hear once only Straight forward
transfer of info, in order of text
T /F / NS Matching Information
transfer to table Open questions
Follow radio news and answer questions / complete table about 4 or 5 of the stories (Total c 10 questions)
B1 I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear.
Follow, though not necessarily in detail
Understand an explicitly signalled line of narrative / argument
Understand main/most important information
Distinguish conclusion from preceding detail
Familiar topics regularly encountered in a school, work or leisure context
TV programmes: (interviews) short lectures, news reports
Clear, standard, straightforward, relatively slow
Could hear twice/three times
Identifying main information
Identifying when conclusion is starting
Catching main conclusion
Information transfer to table
Open ended questions
Follow a simple, factual TV/web documentary (c 5-10 mins), understand the main points and complete the table / answer open questions
B1 I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and
clearly structured.
Distinguish main points from specific details
Understand an explicitly signalled line of narrative / argument
Understand specific details
TV programme with short report/guide and interview(s)
Familiar topics regularly encountered in a school, work or leisure context
Clear, standard, straightforward, relatively
slow
Could hear twice/three times
Recognising sections (relevant to topics of questions)
Identifying essential
information
T / F / NS Matching Information
transfer (table or diagram)
Open ended questions
Follow a TV guided commentary on a place (e.g. Tour of Hampton Court, Versailles; extract from travel programme / tourism promotion)
B1+ I can understand a large part of many TV programmes on topics of personal interest such as interviews, short lectures, and news reports when the delivery is relatively slow and clear.
Understand main/most important information
Understand main conclusions
Daytime / local TV news – perhaps a studio audience
Factual interview Straightforward factual
interview questions Descrip.s of events / plans Descrip.s of feelings,
wishes
Identifying adv.s / disadv.s of a plan
Identifying consequences
Identifying the opinions of the main speakers (for / against: why?)
T / F / NS Information
transfer (table) Open ended
questions
Listen to a straightforward, factual interview from a current affairs TV magazine programme (or local news) and understand both main points and specific details
Example at B1 CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Familiar
topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recognise
sections (relevant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
Example at B1 CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Clearly structured
Familiar topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recog-
nise sections (relev-ant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
Example at B1 CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Clearly structured
Familiar topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recog-
nise sections (relev-ant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
Example at B1 CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Clearly structured
Familiar topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recog-
nise sections (relev-ant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
Example at B1 CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Clearly structured
Familiar topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recog-
nise sections (relev-ant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
Microactivities - Reception
B1 B2
Recognise
useful information
relevant facts and
information
which part(s) of the text(s) is relevant to the purpose
a change of direction, style or emphasis
different formulation of the same ideas
Distinguish main point / relevant facts
and information from
specific details
main points from relevant supporting
detail/arguments/examples
such supporting arguments and more precise
information from a digression
aspects reported as facts from those reported as opinion
Understand main points / most
important information
Relevant factual info
an explicitly signalled line
of argument
main conclusions
specific details
main ideas
essentials/essential meaning
explicitly stated points of view, opinions and complex
lines of argument
expressed, specific attitudes
specific details
mood and tone explicitly expressed in the text
Microactivities - Reception
B1 B2
Recognise
useful information
relevant facts and
information
which part(s) of the text(s) is relevant to the purpose
a change of direction, style or emphasis
different formulation of the same ideas
Distinguish main point / relevant facts
and information from
specific details
main points from relevant supporting
detail/arguments/examples
such supporting arguments and more precise
information from a digression
aspects reported as facts from those reported as opinion
Understand main points / most
important information
Relevant factual info
an explicitly signalled line
of argument
main conclusions
specific details
main ideas
essentials/essential meaning
explicitly stated points of view, opinions and complex
lines of argument
expressed, specific attitudes
specific details
mood and tone explicitly expressed in the text
Example at B1 CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Clearly structured
Familiar topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recog-
nise sections (relev-ant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
Microactivities - Reception
B1 B2
Recognise
useful information
relevant facts and
information
which part(s) of the text(s) is relevant to the purpose
a change of direction, style or emphasis
different formulation of the same ideas
Distinguish main point / relevant facts
and information from
specific details
main points from relevant supporting
detail/arguments/examples
such supporting arguments and more precise
information from a digression
aspects reported as facts from those reported as opinion
Understand main points / most
important information
Relevant factual info
an explicitly signalled line
of argument
main conclusions
specific details
main ideas
essentials/essential meaning
explicitly stated points of view, opinions and complex
lines of argument
expressed, specific attitudes
specific details
mood and tone explicitly expressed in the text
Example at B1 CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Clearly structured
Familiar topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recog-
nise sections (relev-ant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
Microactivities - Reception
B1 B2
Recognise
useful information
relevant facts and
information
which part(s) of the text(s) is relevant to the purpose
a change of direction, style or emphasis
different formulation of the same ideas
Distinguish main point / relevant facts
and information from
specific details
main points from relevant supporting
detail/arguments/examples
such supporting arguments and more precise
information from a digression
aspects reported as facts from those reported as opinion
Understand main points / most
important information
Relevant factual info
an explicitly signalled line
of argument
main conclusions
specific details
main ideas
essentials/essential meaning
explicitly stated points of view, opinions and complex
lines of argument
expressed, specific attitudes
specific details
mood and tone explicitly expressed in the text
Example at B1 CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Clearly structured
Familiar topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recog-
nise sections (relev-ant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
Example at B1 CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Clearly structured
Familiar topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recog-
nise sections (relev-ant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
Example at B1 LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) IMPLEMENTATION B1
TASK 1
GENERAL DESCRIPTION Follow short introduction to a TV guided commentary on Hampton Court, answering 5 True / False / Not Stated questions while
listening
SOURCES “The Tudors: Behind Hampton Court”: http://www.youtube.com/watch?v=mX7ABmAlcAE Natalie Dormer of The Tudors celebrates the 500th anniversary of Henry 8's coronation by touring the Hampton Court palace Other possibilities might be: Simon Schama going round Versailles; extract from travel programme, tourist promotion)
AUTHENTICITY Authentic
LENGTH Ca. 7-10 minutes
TEXT FEATURES
VISUAL SUPPORT Yes – commentary should match unfolding film
ITEM TYPE / NUMBER Introduction: True / False / Not stated: (5 questions)
TASK RUBRIC
Follow this introduction to a TV guided commentary on a historic place of interest “Hampton Court Palace,” near London and answer the 5 questions. Mark “T” if the statement is True, “F” if it is false and “NS” if the information is Not Stated in the commentary.
TIME While playing
MARK SCHEME 5 x 1 mark = 5 marks
TASK 2
GENERAL DESCRIPTION Match 10 things that are mentioned (avoiding 3 distractors) to the parts of the palace they relate to.
ITEM TYPE / NUMBER Matching: Match things mentioned in the commentary to the part of Hampton Court concerned (3 extra distractors).
TASK RUBRIC Follow main body of the guided commentary. While you are listening match the 10 things in the list to the parts of the palace they relate to. Put a cross in the correct box for each point on the list. Note: 3 of the points on the list are not mentioned.
TIME While playing
MARK SCHEME 10 x 0.5 marks = 5 marks
TASK 3
GENERAL DESCRIPTION Answer 5 open questions which are read before listening to the recording a second time.
ITEM TYPE / NUMBER Open questions: 5
TASK RUBRIC After listening, answer the following 5 questions with information from the commentary.
TIME 10 minutes
MARK SCHEME 5 x 2 marks = 10 marks. 2: complete answer; 1: partial answer. Grammar and spelling not penalised.
Example at B1 – Task 1
LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT)
TASK 1
GENERAL DESCRIPTION Follow short introduction to a TV guided commentary on Hampton Court, answering 5 True / False / Not Stated questions while listening
SOURCES
“The Tudors: Behind Hampton Court”: http://www.youtube.com/watch?v=mX7ABmAlcAE Natalie Dormer of The Tudors celebrates the 500th anniversary of Henry 8's coronation by touring the Hampton Court palace Other possibilities might be: Simon Schama going round Versailles; extract from travel programme, tourist promotion)
Authentic
Ca. 7-10 minutes
TEXT FEATURES
Yes – commentary should match unfolding film
ITEM TYPE / NUMBER Introduction: True / False / Not stated: (5 questions)
TASK RUBRIC
Follow this introduction to a TV guided commentary on a historic place of interest “Hampton Court Palace,” near London and answer the 5 questions. Mark “T” if the statement is True, “F” if it is false and “NS” if the information is Not Stated in the commentary.
TIME While playing
MARK SCHEME 5 x 1 mark = 5 marks
Example at B1 – Task 2
LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT)
TASK 2
GENERAL DESCRIPTION Match 10 things that are mentioned (avoiding 3 distractors) to the parts of the palace they relate to.
ITEM TYPE / NUMBER Matching: Match things mentioned in the commentary to the part of Hampton Court concerned (3 extra distractors).
TASK RUBRIC Follow main body of the guided commentary. While you are listening match the 10 things in the list to the parts of the palace they relate to. Put a cross in the correct box for each point on the list. Note: 3 of the points on the list are not mentioned.
TIME While playing
MARK SCHEME 10 x 0.5 marks = 5 marks
Example at B1 – Tasks Questions
Section A: 1. Henry VIII, King of England, died 500 years ago. F 2. Henry VIII was one of the richest kings in Europe. NS 3. Henry bought Hampton Court from Cardinal Wolsey. F 4. Hampton Court was one of the most luxurious and modern palaces of its time. T 5. Henry had other palaces too, all connected by the river. T Section B: Matching
Th
e G
rea
t K
itch
en
Th
e G
rea
t H
all
Th
e C
ou
ncil
Ch
am
be
r
Th
e H
au
nte
d
Ga
lle
ry
Th
e G
ard
en
s
The most magnificent room in the palace
A Collection of gold
Animals representing the different queens’ personal symbols
A picture of the Pope
Very big fireplaces
Theatre and drama
Discussion of state business
Tapestries with gold thread
A ghost (of Catherine Howard)
Windows that make coloured light
Weapons
Entertainment
Court ceremonies
Brain-storming
1. Start with descriptors
2. Brain-storm ideas for example activities – right hand column
Brainstorming CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Familiar
topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recognise
sections (relevant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
1 2
Brain-storming
3. Select Micro-activities from - selected descriptor(s) - micro-activities chart
Micro-activities CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Clearly structured
Familiar topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recog-
nise sections (relev-ant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
3
Brain-storming
4. Select text features from - selected descriptors - CEFR Salient features chart
Text Features CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Clearly structured
Familiar topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recog-
nise sections (relev-ant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
4
Brain-storming
5. What would the learners need to do? Task features
6. What item types might be suitaböle for that? Item types
Brainstorming CEFR Descriptor
Micro-activities
Text features Task features
Item types
Example
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Distinguish main points from specific details
Understand
an explicitly signalled line of narrative / argument
Understand
specific details
TV programme with short report/guide and interview(s)
Familiar
topics regularly encountered in a school, work or leisure context
Clear,
standard, straightforward, relatively slow
Could hear 2/3 times
Recognise
sections (relevant to questions
Identify
essential info
T / F / NS Matching Info
transfer (table or diagram)
Open
ended questions
Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)
5 6
Brain-storming
1. Start with descriptors
2. Brain-storm ideas for example activities – right hand column
3. Select Micro-activities from selected descriptor(s) & micro-activities chart
4. Select text features from selected descriptors & CEFR Salient features chart
5. What would the learners need to do? Task features
6. What item types might be suitaböle for that? Item types
To conclude
The Scenario concept is a way of
– Starting from real world needs
– Fitting everything together, putting everything in context
– Going from theoretical to practical and vice-versa
– Summarising what language, strategies and enabling skills are needed for a task
Scenario - Objectives LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) OVERVIEW B1 DOMAIN CONTEXT TASKS ACTIVITIES TEXTS Personal / Educational
Home Following a simple, factual TV/web documentary Following the commentary, accompanying the visuals
Listening as a member of an audience Watching TV/web video clip
A guided commentary on a place (historic building, resort, town etc.)
LEVEL B1
CAN-DOS*
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
MICROACTIVITIES*
RECOGNISE
useful information
DISTINGUISH
main points from specific details aspects reported as facts from those reported as opinion
UNDERSTAND
an explicitly signalled line of argument main conclusions specific details
TEXT FEATURES*
Long but straightforward text Clear, standard, straightforward, relatively slow Clearly signposted/signalled with explicit markers Familiar topics regularly encountered in a school, work
or leisure context * Content From CEFR scales and/or Swiss EAQUALS-ALTE Portfolio in normal print Elaborated content (e.g. Micro-activities chart) in italics
COMPETENCES
STRATEGIC Recognise the beginning of a significantly new and different part of the text Recognise where difficulty lies (subject/assumed knowledge, linguistic) Use context to deduce probable meaning of unknown words (repetition, visuals, gesture, what comes next) Use the beginning of a significantly new and different part of the text to intensify effort
PRAGMATIC Functional Discourse
Describing places Describing events Describing feelings, emotions, attitude Linkers: sequential – past time Connecting words expressing cause and effect, contrast etc. (e.g. on the other hand; however; despite) Summarising
LINGUISTIC Grammatical Lexical
Phonological
Past time: Simple past, past continuous, used to, past perfect Passive (past) Reporting structures 3rd conditional / mixed conditionals Must/can’t/might have Intensifiers Comparatives / Superlatives Adjectives for places and people Time phrases (e.g. In the last century ; 50 years ago) Verbs describing construction, development (e.g. plan, construct, rebuild, renovate, demolish)
Emphasis in sentence stress