Task 1 – Initial activity

ENGLISH EXAMS

Hellen Daniela Arias Arévalo

Presented by

1110600163
Code

Juana Valentina Rozo

Presented to

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

Ibagué – 10/04/2020
 1) Post on this forum the classification and the definition of the different levels
of reference of foreign language proficiency for English language, and what
skills are to be developed in each one according to the Common European
Framework of Reference for Languages.

The Common European Framework of Reference for Languages as it name says,

it is a framework of reference, that was designed to provide coherent and
comprehensive basis in order to create syllabuses and curriculum guidelines. The
CEFR evaluate 4 basic skills, such as listening, speaking, reading, and writing. In
this framework of reference, there are six levels of foreign language proficiency,
which are: A1 and A2, B1 and B2, C1 and C2.

Basic user: A1 and A2.

Independent user: B1 and B2.

Proficient user: C1 and C2.

Proficient C2 • Can understand with ease virtually everything heard or

read.
• Can summarize information from different spoken and
written sources, reconstructing arguments and accounts in
a coherent presentation.
C1 • Can understand a wide range of demanding, longer
texts, and recognize implicit meaning.
• Can express him/herself fluently and spontaneously
without much obvious searching for expressions.
Independent B2 • Can interact with a degree of fluency and spontaneity
that makes regular interaction with native speakers quite
possible without strain for either party.
• 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.
B1 • Can deal with most situations likely to arise while
travelling in an area where the language is spoken.
• Can produce simple connected text on topics which are
familiar or of personal interest.
Basic A2 • Can communicate in simple and routine tasks requiring a
simple and direct exchange of information on familiar and
 routine matters.
• Can describe in simple terms aspects of his/her
background, immediate environment and matters in areas
of immediate need.
A1 • Can understand and use familiar everyday expressions
and very basic phrases aimed at the satisfaction of needs
of a concrete type.
• 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.

2) Make a proposal of some strategies for learners to get each level taking into
account the four skills: listening, reading, writing and listening and post them
in the forum. Your strategies should be specific for each level and skills.

Listening: In order to develop vocabulary, it can be done by reading widely. Listen

to as much English as you can so that your understanding becomes more
automatic. Listen to longer recordings such as interviews and films, with and
without English subtitles, pausing and repeating the recording when necessary.
Note the words that are not understood immediately, so it can be reviewed then.
Try to understand those times when the speakers don’t directly say what they
mean.
Reading: to read different types of texts, including some academic ones in your
subject area. When reading, use different strategies to help you. For example,
decide which parts need to be read carefully and which parts can be read more
quickly or not at all. You can also try to make predictions based on the title or what
you have already read, or guess the meaning using surrounding words and
sentences. Re-read until you are confident that you understand the opinions and
arguments. You might also want to identify the clues that tell you about important
points, what the writer’s attitude to the topic is, or where the writer is moving on to
a different point.
Writing:  to give information and make arguments. Make sure you cover all the
points that need to be covered, providing supporting ideas and details. Reread
your work and see if you can make your points clearer. Is the ordering of your
ideas logical? Sometimes, rearranging them can make things clearer. You can also
try joining up or separating sentences, using the right connecting devices, and
changing where you divide your paragraphs. Continue to develop your vocabulary.
Words can be similar in meaning but differ in formality, in their tone, and in their
implications. Focus on learning the best words to use for the writing task, the
situation, and what you want to say. Challenge yourself by producing sentences
that are more complex. If you make mistakes with them, don't worry too much; just
check and see how you can fix them.
Speaking: Talk to other English speakers about more abstract topics or more
difficult current topics. Keep the discussion going for as long as possible. At the
same time, try to express your ideas as accurately as you can, using the best
words you know. Many of your ideas will also require the use of complex
grammatical structures. If you’re using several simple sentences, try to join them
up in a way that makes your point clearer. Listen (and read) in English more to help
you pick up natural and idiomatic phrases. When listening, note the rhythm and
also the words that the speaker stresses.

Referencias
Council of Europe. (s.f.). Obtenido de https://www.coe.int/en/web/common-european-
framework-reference-languages