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Action Orientation:Action Orientation:
What is it and how can we What is it and how can we foster it in instruction?foster it in instruction?
Getting ready for Getting ready for
(just about) anything(just about) anythingOR....OR....
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The dreaded B-word
I can do this
already...
I don‘t get it...
I think I know!
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The CEFR
What does CEFR stand for?
a. Common Educational Frame of Reference for English
b. Common European Framework of Reference for Languages
c. Council of Europe Framework for Referring to Languages
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The CEFR Approach
Action Orientation
“Handlungsorientierter Ansatz”
What learners have to learn to do in order to use English for communication
What knowledge and skills learners have to develop to act effectively in society
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C2C1
Descriptors & can-do statements for each level, divided into 5 skills:Production speaking writingReception listening readingInteraction
Proficient User
B2B1
Independent User
A2A1
BasicUser
The CEFR Levels
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CompatibilityCEF ALTE Cambridge
A1Breakthroug
h
A2 Level 1 KET
B1 Level 2 PET
B2 Level 3 FCE
C1 Level 4 CAE
C2 Level 5 CPE
The CEFR Levels
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The CEFR
A common framework?
Do we have a common basis for syllabi, curricula, exams, textbooks, etc.?
Do we agree on what language learners have to learn to do in order to use English for communication?
Do we agree on what knowledge and skills they have to develop to act effectively?
Do we agree on how proficiency and progress is to be measured at each stage of learning?
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E8 Standards
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New Curriculum
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New Syllabi
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CEFR Skills
Are your students ready for...
initiating, sustaining and closing discussions?
addressing audiences?
making transactions in public life?
understanding gist and details of announcements, reports, and presentations?
skimming and scanning and guessing meanings of unfamiliar words in the texts they read?
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CEFR Skills
flexibility
shoppingconversation
test-taking
turn-taking
sustained monologue
Which 3 skills will you not find?
writing dialoguessociolinguistic appropriacy
dictationaddressing
audiences
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CEFR Skills
And others you’ll find... vocabulary range vocabulary control grammatical accuracy spoken fluency spoken interaction goal-oriented co-operation informal discussions with friends interviewing and being interviewed thematic development
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CEFR-Based Goals
• Ich kann kurze Sätze verstehen (A1).• Wenn mir das Thema bekannt ist, kann ich einfache
Texte im Großen und Ganzen verstehen. (A2)• Wenn mir das Thema bekannt ist, kann ich einfache
Dialoge verstehen, z.B. über Familie. (A2)• Ich kann einfache Fragen stellen und auf solche Fragen
antworten, z.B. fragen, wie alt jemand ist und sagen, wie alt ich bin. (A1)
• Ich kann an einfachen Gesprächen teilnehmen und Interviewfragen beantworten, z.B. über Familien. (A2)
• Ich kann Personen in wenigen, ganz einfachen Sätzen beschreiben, z.B. Mitglieder einer Familie. (A1)
• Ich kann Wörter und Sätze richtig abschreiben. (A1)• Ich kann einen kurzen Text über mich verfassen. (A1) • Ich kann Personen in kurzen, einfachen Sätzen
beschreiben und die Sätze mit „und“, „aber“, „oder“, „weil“ verbinden, z.B. meine Familie. (A2)
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Action Orientation
What can you do about it if you are:
at home?
shopping?
at school?
with friends?
Imagine it’s lunchtime & you’re hungry.
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CEFR Domains
The CEFR identifies 4 domains for action:
personal
public
educational
occupational
We act according to the situation.
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Personal Domain
warm-up leftovers cook something make a sandwich grab a snack order take-outand: be alone or with others sit at the table, eat in front of the TV,
or stand at a bar
operations
people
objects
If it’s lunchtime and I’m at home, I might...
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Personal Domain
and something might happen: the phone rings the doorbell rings a family member comes home I spill my glass of juice the lasagne explodes in the microwave the electricity goes out ...
events
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Personal Domain
Reading: a note about leftovers in the fridge or the baking instructions on a frozen food package.
Writing: a note to your family explaining you have gone to get something to eat and when you will return.
Monologue: Oh, no! The lasagne! Interaction: call a pizza delivery place and
order a pizza.
texts
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Action-oriented tasks
Which tasks are action-oriented?
Answer in a full sentence, please!
Copy the text and change the words.
Tell us about your room, Johnny.
What does gehen mean in English?
For your homework, learn the irregular
verbs.
What colour is my sweater?
Look at the picture. What are they
doing?
Talk about your best friend for as long as
you can without stopping.
Learn the dialogue on page 17 by
heart.
Interview a classmate about his/her favourites. Then write a
report.
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Action-oriented tasks
Which exercise is action-oriented?
A
B
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Action-oriented tasks
Which exercise is action-oriented?
A
B
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Action-oriented tasks
Which exercise is action-oriented?
A
B
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Writing skills
To convey emotionsPersonal story, diary, letter, postcard
To informReport, form, directions, instructions, simple technical description
To convince, persuadeStatement of opinion, letter of application, letter of advice
To entertain, delight, pleaseStories – beginnings, endings, based on pictures
To keep in touchPostcards, letters, emails
Test specifications
to be continued in the workshop....
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Speaking skills
Reporting and describingEvents, experiences, feelings, reactions, hopes and dreams, comparing objects and people
Re(Telling)Stories, narratives, things
Giving reasons and explanationsExpository discourse, argumentative discourse, personal statements
Personal conversationsGreet / depart, invite or request to join, sympathise, ask for and give information, ask for and give advice, ask for and express preference, express feelings and attitudes, initiate, maintain and close a conversation
Test specifications
to be continued in the workshop....
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Reading skills
Skimming/gisttext typetopicpurpose
Scanning/detailspecific details
Understandingexplicit main ideas (vs. details)facts, opinions, definitionslogical organisationcohesive relationshipsdeducing
Lexis – guessing meaning
Test specifications
to be continued tomorrow....
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Listening skills
Direct meaningGistMain info / fact-opinionDetails
Inferred meaningInferring/deducingSpeaker‘s attitudeConnecting to situationConnecting to functionGuessing meaning
Phonology
Test specifications
to be continued tomorrow....
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Listening skills
Direct meaningWhat is it about?What are the three tips? What does Adam think about...?Why is it a good idea to...?
Inferred meaningWhy do you think Adam...?How does Adam feel about...?Where are they?How does Adam show he is angry?What does „outrageous“ mean?
Phonology – Who has a strong accent?
Test specifications
to be continued tomorrow....
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Dynamic skills
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Keywords
descriptorstexts events
domainsCEFR/GERS
action orientation
E8chewing the KUDs
test specsboredom
can-dosobjects
levels accuracy5 skills
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Reflection
What do I want to remember?
What does this mean for me?
What do I need or want to do now?
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Resources
The CEFR – pdfs online or order print version! www.oesz.at for handbooks, tasks and help with assessing levels www.uni-klu.ac.at/ltc/inhalt/266.htm Sprachtestzentrum for test specs and other info Standardstraining Englisch by Rainer Brock (öbv) www.webenglish.hu from the Hungarian British Council links to BBC Learning English
content (B1) www.dialang.org for online self-assessment and tips Current coursebooks and materials Your imagination