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Education Reform in Serbia, Common European Framework - Level Description

Education Reform in Serbia

http://www.britishcouncil.org/serbia-society-education.htm

http://www.essenglish.org/ -the European society for the study of English
http://www.cambridgeesol.org/what-we-do/europe/cefr.html - The Common European Framework of Reference for Languages (CEFR)

Self-Assessment Grid With CEF Levels

 

 Listening

 A1

I can recognise familiar words and very basic phrases about myself, my family and the immediate surroundings, when people speak slowly and clearly.

 A2

I can understand phrases and the most common 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.

 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.

 B2

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. 

 C1

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.

 C2

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 familiarise myself with the accent.

 

 Writing

 A1

I can write a short, simple postcard, for example, sending best wishes whilst on holiday. I can fill in forms with personal details, for example, my name, nationality and address on a hotel registration form.

 A2

I can write short, simple notes and messages. I can write a very simple personal letter, for example, thanking someone for something.

 B1

I can write a simple connected text on topics which are familiar or of personal interest to me. I can write personal letters describing experiences and impressions. 

 B2

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.

 C1

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. 

 C2

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.

 

 Reading

 A1

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

 A2

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.

 B1

I can understand texts that consist mainly of much used everyday or job-related language. I can understand descriptions of events, feelings and wishes in personal letters. 

 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.

 C1

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.

 C2

I can read with ease virtually all forms of the written language, including abstract or structurally or linguistically complex texts such as manuals, specialised articles and literary works.

 

Spoken Production

 A1

I can use simple phrases and sentences to describe where I live and people I know.

 A2

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.

 B1

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.

 B2

I can present clear, detailed descriptions on a wide range of subjects related to my interests. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. 

 C1

I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with appropriate conclusions.  

 C2

I can present 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.

 

 Spoken Interaction

 A1

I can interact at an elementary level, 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, for example about things that I need, or on very familiar topics.

 A2

I can communicate about simple routine tasks requiring a  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.

 B1

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).

 B2

I can interact with a degree of fluency and spontaneity that makes normal interaction with native speakers possible. I can take an active part in discussions in familiar contexts, accounting for and sustaining my views. 

 C1

I can express myself fluently and spontaneously without too much obvious searching for expressions. I can use language flexibly and effectively for social purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to other speakers.

 C2

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 fine shades of meaning precisely. If I do have a problem I can backtrack and restructure my argument so smoothly that other people are hardly aware of it.

Useful teaching and learning material  
  http://inspiringenglish.blogspot.com/  
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ELTA Magazine Column  
  You can read Milena Zečević's and Sanja Čonjagić's weekly column in Podrinske Magazine.

www.podrinske.com
 
This site was created by Milena Zecevic Micic  
   
 
 
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