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British Council-EAQUALS CEFR Core Inventory (English)

British Council-EAQUALS CEFR Core Inventory (English). Brian North (EAQUALS) Susan Sheehan (British Council). CEFR Core Inventory. Aims Development Sources Documentation of best practice Use Outcomes Products. Aims.

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British Council-EAQUALS CEFR Core Inventory (English)

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  1. British Council-EAQUALS CEFR Core Inventory (English) Brian North (EAQUALS)Susan Sheehan (British Council)

  2. CEFR Core Inventory • Aims • Development • Sources • Documentation of best practice • Use • Outcomes • Products

  3. Aims • To make the CEFR tangible and provide support and guidance for teachers and syllabus designers • To make the teaching/planning process more transparent • To provide support for self-directed study

  4. Aims • Document the core of English taught at CEFR levels A1 to C1 • Functions and notions • Discourse markers • Grammar • Lexis

  5. Aims • Not intended to guide course developers or examination bodies • Waystage (A2) • Threshold Level (B1) • Vantage Level (B2) • English Profile project

  6. Development • Iterative and collaborative process • EAQUALS Curriculum & Assessment SIP Mila Angelova, Rachel Bowden, Peter Brown, Lucy Chambers, Alistair Fortune, Tim Goodier, Clare Grundy, Roxane Harrison, Andrew Hart, Neil Hatfield, Sam Hawes, Nicky Johnson, Nareene Kaloyan, Hanan Khalifa, Maja Kukoya, Martin Lowder, Brian North, Niamh O’Leary, Barry O’Sullivan, Angeles Ortega, Susan Sheehan, Jana Pirkova, Caroline Preston, Richard Simpson, Howard Smith, Liz Tuck, Marieta Tusheva.

  7. Development • Stage 1 Data Collection and Analysis • Stage 2 Creation of Inventory • Stage 3 Writing the exponents • Stage 4 Identifying text types • Stage 5 Writing CEFR-based scenarios

  8. Sources • Analysis of language implied by CEFR descriptors • Analysis of content common in EAQUALS CEFR-based language school syllabi • Analysis of content of popular coursebooks • Teacher surveys (BC / EAQUALS)

  9. Documentation of best practice • Not what to teach but what is being taught • Not prescriptive • Don’t teach everything in the inventory • Don’t only teach what is in the inventory

  10. Use • Core inventory has been created with teachers and learners in mind. • Each language point appears at the level(s) at which it is considered of most relevance to the learner in the class room. • Decisions on recycling left to teachers/syllabus writers • Does not replace needs analysis or listening to students

  11. a practical reference of “minimum core content”nota specification meeting needs of a specific group of learners

  12. CEFR Core Inventory • Aims • Development • Sources • Documentation of best practice • Use • Outcomes • Products

  13. Outcome • Relation of publishers levels to CEFR • Map of language problems across levels • Map of text types across levels • Core language points • Exponents • Prototype Scenarios

  14. Outcome • Relation of publishers levels to CEFR • Map of language problems across levels • Map of text types across levels • Core language points • Exponents • Prototype Scenarios

  15. Outcome: Coursebooks

  16. Outcome • Relation of publishers levels to CEFR • Map of language problems across levels • Map of text types across levels • Core language points • Exponents • Prototype Scenarios

  17. Outcome: Map -language

  18. Outcome • Relation of publishers levels to CEFR • Map of language problems across levels • Map of text types across levels • Core language points • Exponents • Prototype Scenarios

  19. Outcome: Map -text

  20. Outcome • Relation of publishers levels to CEFR • Map of language problems across levels • Map of text types across levels • Core language points • Exponents • Prototype Scenarios

  21. Outcome • Relation of publishers levels to CEFR • Map of language problems across levels • Map of text types across levels • Core language points • Exponents • Prototype Scenarios

  22. Outcome • Relation of publishers levels to CEFR • Map of language problems across levels • Map of text types across levels • Core language points • Exponents • Prototype Scenarios

  23. CEFR Core Inventory • Aims • Development • Sources • Documentation of best practice • Use • Outcomes • Products

  24. Summary of Products • Essential Guide (April) • Core of key language points for each level • Today‘s Publication • CEFR salient features • Key language points (Core / longer) • Illustrative exponents • Text types • Scenarios • Poster for each level (January)

  25. Contact: • bnorth@eaquals.org • Susan.Sheehan@britishcouncil.org • Go to: • www.teachingenglish.org.uk • www.eaquals.org

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