Common European Framework

In this Unit we will: students are going to do/can do. For example: Write a short
◗◗ Consider what the Common European Framework is
◗◗ Identify the connections between the Common European
Framework and New Challenges 3
Languages within the Common
European Framework
The Common European Framework of Reference for Languages is
a system of describing different language levels and competences.
This means that students studying different languages, for
example Spanish and German, in different countries can share
a common and agreed level of competence. The Common
European Framework helps teachers to plan their teaching and
to match their students’ progress and level to a Europe-Wide
system. The Common European Framework is also important for
assessment. Different international language examinations are
linked to levels within the Framework. This means that students,
teachers and employers can link examinations to specific level
descriptions as provided in the Framework.
Levels within the Common European
Framework
Descriptions of different language levels are phrased in the form
of can do statements. They state what students can do at each
level. There are six levels: A1 is the lowest, C2 is the highest.
A1 Basic User. This is the lowest level which is described
within the Framework. It is also described as
Breakthrough Level.
A2 Basic User. This is also described as Waystage Level.
Levels 1 and 2 of New Challenges 1 and 2 cover all the
key objectives of these levels.
B1 Independent User. This is also described as Threshold Level.
B2 Independent User. This is also described as Vantage
Level. Levels 3 and 4 of New Challenges 3 and 4 cover
some of the objectives of these levels.
C1 Proficient User. Learners at this level are also described
as having Effective Operational Proficiency.
C2 Proficient Use. Learners at this level are also described
as having Mastery.
film review. As an objective for the Unit, it tells the students
what they are going to do. As a review at the end of the Unit, it
tells students what they have done, or more importantly what
they can do.
Task: Have a look at page 66 of New Challenges 3 where the
students write the film review. How does each activity on the
page guide students towards the writing of the review?
Self-assessment within the Common
European Framework
The objectives for each skill at each level within the Common
European Framework are used to provide students with a
checklist of what they can do. In this way students develop
the ability to assess their own progress and development:
self-assessment. It is also very motivating for elementary
students to realise there are things they can do. Often they
are depressed by how much there is to learn and what they
can’t do! Self-assessment is particularly important for teenage
students who are developing their metacognitive skills, their
ability to think about their own thoughts. Self-assessment
promotes independence and confidence in students.
Task: have a look at the Study Help: self-assessment on
page 88 of New Challenges 3. How can this help students
to self-assess and to become more aware of their own
progress and development? Why do you think this is
important?

Categories within the Common

European Framework
Level descriptions are divided into five main categories or
areas: Listening, Writing, Reading, Spoken Interaction, Spoken
Production. There are descriptions within the Common
European Framework of what students are expected to be
able to do at each level in each of these five areas. You will
notice that the objectives for each module of New Challenges
3 also always include the four main skills, Listening, Speaking,
Reading, Writing. At this level it’s not always possible to
separate Spoken Interaction from Spoken Production so the
word Speaking is used to cover both in New Challenges 3.

Objectives within the Common

European Framework
The level descriptions within the Common European
Framework are also called competences or objectives. The
objectives in New Challenges 3 are written in a similar way
to the objectives in the Common European Framework. Have
a look at the objectives on page 59 of New Challenges 3.
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You will notice that these objectives are all phrased as things

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