Халқ таълими вазирлигининг 20___йил _____мартдаги______-сонли хатига 1-илова

ЎЗБЕКИСТОН РЕСПУБЛИКАСИ ХАЛҚ ТАЪЛИМИ ВАЗИРЛИГИMINISTRY OF PUBLIC EDUCATION OF THE REPUBLIC OF UZBEKISTAN

А.АВЛОНИЙ НОМИДАГИ ХАЛҚ ТАЪЛИМИ ХОДИМЛАРИНИ ҚАЙТА ТАЙЁРЛАШ ВА УЛАРНИНГ МАЛАКАСИНИ ОШИРИШ МАРКАЗИЙ ИНСТИТУТИ

CENTRAL IN-SERVICE AND RETRAING INSTITUTE OF PUBLIC EDUCATION STAFF NAMED AFTER A.AVLONIY

ЎЗБЕКИСТОН ДАВЛАТ ЖАҲОН ТИЛЛАРИ УНИВЕРСИТЕТИ ҲУЗУРИДАГИ ЧЕТ ТИЛЛАРИНИ ЎҚИТИШНИНГ ИННОВАЦИОН МЕТОДЛАРИНИ РИВОЖЛАНТИРИШ

РЕСПУБЛИКА ИЛМИЙ-АМАЛИЙ МАРКАЗИ

REPUBLICAN INNOVATION CENTER IN TEACHING FOREIGN LANGUAGES UNDER UzSWLU

Умумтаълим муассасалари чет тиллари ўқитувчиларининг касбий маҳоратини ошириб бориш

бўйича туман(шаҳар)лардаги таянч мактаблар негизида ўтказиладиган ҳар ҳафталик курсларнинг

дарс ишланмалари (ТРЕНЕРЛАР УЧУН)

Апрель - 2015

Lesson Plansfor weekly courses onthe curriculum for Enhancing Professional Development of foreign

languages teachers in the system of Public Education at the base of support schools under the districts/cities

(FOR TRAINERS)April – 2015

Тошкент – 2015

Тузувчилар- муаллифлар:Саида Иргашева ЎзДЖТУ, РИАИМ (гуруҳ раҳбари)Светлана Хан ЎзДЖТУ, РИАИМЯйра Абдураимова ЎзДЖТУМуқаддас Огай ЎзДЖТУ, РИАИМКамола Алимова ЎзДЖТУСаида Нуритдинова ЎзДЖТУМахпрат Абдуллаева А. Авлоний номидаги ХТХҚТМОМИ

Тақризчилар: Ирискулов М.Т., ф.ф.н., пр.Иногамова К.Ф., А. Авлоний номидаги ХТХҚТМОМИ. “Хорижий тиллар” кафедраси мудири

Ушбу дарсишланмалари умумтаълим муассасалари чет тили ўқитувчиларининг касбий маҳоратини ошириш ҳар ҳафталик курслардаги дарс машғулотларида фойдаланиш учун тавсия этилади.

Умумтаълим муассасалари чет тиллари ўқитувчиларининг касбий маҳоратини ошириб бориш бўйича туман(шаҳар)лардаги

таянч мактаблар негизида ўтказиладиган ҳар ҳафталик курслардарс машғулотлари жадвали

( апрель ойи учун)

Ҳафта/Сана Ўтиладиган дарс (модул) соат

1ҳафта3.04.2015

Session 1. 1-модул: Ёзма нутқ кўникмалари ва стратегиялариWriting official letters

2

Session 2. 2-модул: Оғзаки нутқ кўникмалари ва стратегиялариTalking about likes and dislikes

2

Session 3. 3-модул: Касбий компетенция ва педагогик маҳорат (cpd)Building teaching competence: teacher’s qualities and roles

2

2-ҳафта10.04.2015

Session 4. 1-модул: Ёзма нутқ кўникмалари ва стратегиялариReading strategies: scanning

2

Session 5.Speaking test 2Session 6. 3-модул: Касбий компетенция ва педагогик маҳорат (cpd)Tteaching young learners 1

2

3-ҳафта

17.04.2015

Session 7.1-модул: Ёзма нутқ кўникмалари ва стратегиялари Genres and types of paragraphs (teaching writing module)

2

Session8. Оралиқ назорат Mid-term test 2

Session 9. 3-модул: Касбий компетенция ва педагогик маҳорат (cpd)Link between cefr, state requirement and syllabus

2

PROCEDURE

Lead in. What we write (10 min)Ask the participants to work in groups of 4/5. Give each group a sheet of A4 paper. Ask them to write a list of things people write. E.g. notes, lectures, …

Give them five minutes. After five minutes ask the groups to stop writing.

Hold a plenary and elicit some ideas.

Ask the groups to select examples of formal and informal writing in their lists. Ask them to say the difference between formal and informal writing.

Possible answerFeatures of formal writing: clear organization of the text, use of stock phrases, physical arrangement etc.

Activity 2 Features of formal writing (15 min)Ask the participants to look through a list of factors which contribute to effective writing and match them with their descriptions.

Distribute Handout 1. Give them 10 minutes.

After 10 minutes check the answers together.Handout 1

1) Coherencea) A close relationship based on grammar or meaning between two parts of a sentence or a larger piece of writing.

2) The use of stock phrases

b) e.g. a letter of initial complaint will conventionally begin with a description of the background, then state the problem, and will then directly request action.

WRITING OFFICIAL LETTERS

SESSION1

Learning outcomesBy the end of the session participants will:

have explored features of official writing activities have explored features of official letters have practiced writing an official letter

Time: 80 min.Materials: Participants’ handouts

WEEK I. 3.04.2015

Activity 4 Practice (25 min)Ask the participants to write an official letter. Say that they can write a letter to any official they want.

Give them 15 minutes for writing. After 15 minutes ask the participants to put their letters on display.

Ask the participants to go round, read the letters and find the letters they think are written according to conventions.

Reflection (10 min)Ask the participants to reflect on the session and complete the sentences.I’ve learnt …I’ll try …Elicit some answers.

3) Organization of the text

c) e.g. in a letter, the sender’s address normally appears in the top-hand corner.

4) The physical arrangement of information on the page

d) e.g. Thank you for your letter of 17 July.

5) Cohesion e) A reasonable connection or relation between ideas, arguments, statements etc. e.g.

Answer key1e 2d 3b 4c 5a

Activity 3 Features of official letter (20 min)

Ask the participants to look at Fly High 7 Unit 6 Lesson 6 Project and answer the question.Which of the terms in this activity refer to:

a) Organization of the textb) The physical arrangement of information on the pagec) The use of stock phrases

Handout 2Page from Fly High 7Answer key

a) A letter starts with description of the background then the reason is stated with arguments, at the end the request is written.

b) Address, date, name, signaturec) Greeting, closing

TALKING ABOUT LIKES AND DISLIKESSESSION

2

Activity 1|Chatting about likes and dislikesTime: 15 minutesProcedure:

Put participants in pairs and ask them to decide who is A and who is B. Tell A participants to talk for one minute about the things they like doing. While A participants speak,B participants keep silences and listen attentively without interrupting. After one minute passes participants change roles. This time B participants talk about the things they do not like doing. Ask participants to share what their peers said about their likes and dislikes and put their ideas on the board with the phrases they use.

For example: She likes cooking for her family.He really likes playing football.She really enjoys talking to people.I prefer…I keen on…I hate eating fish. I do not like playing computer games.

Activity 2| Vocabulary of likes and dislikesTime: 15 minutes Procedure:

Ask participants to work in groups of four. Give handout 1 with the words related to likes and dislikes. Ask participants to categorize words into likes or dislikes. Check the answers in the plenary.

Ask participants to use some of the phrases and say one sentence about likes or dislikes.

ANSWER KEY: Words and expressions related to liking

Objectives: By the end of the session participants will be able to express likes and dislikes by learning topic related phrases through different speaking and listening tasks. Time: 80 minutesMaterials: handouts, listening materials.

Attracted to attracted crazy about affectionate Tempted fallen in love fall for lovingEnjoyed appealed to caring passionate aboutFascinated enchanted by fond of cares for

Words and expressions related to dislikingLoathe, detest, despite, hate, can’t stand, and can’t bear are all very strong ways of saying dislike, and they all can be followed by a noun or an –ing form.I loathe / detest / despite / hate / can’t stand / can’t bear / rude people.Disgust, revolt, appall, and repel are all very strong words that describe the effect that something detested has on the person affected.

Ask participants to practice Likes and dislikes using new words and expressions

Activity 3| ListeningObjectives: by the end of the activity participants will practice listening for main idea and specific information. Time: 25 minPre-listeningAsk participants to discuss the following questions in groups of three by filling the following table:Example:Features Shopping in a store Shopping onlineWhere: Indoors? Outdoors?

Outdoors Indoors

What do you need to shop?

Clothes, food, stationary, parfume, etc

Clothes, gadgets, parfume, books, etc

How do you shop? Face to face By internetHow can you pay? Cash, visa card Online money Ask participants to discuss the answers in groups of four. Vocabulary PreviewAsk participantsto listen to the given words and expressions from Ali, Beth, and Alicia’s conversation. Check the words and expressions that they know.If necessary explain the meaning of unknown words. MallBrowseLook aroundLook for (parking)Save money/time/energy/gas Spend money/timeTry (on) Crowded No problem

SESSION3 BUILDING TEACHING COMPETENCE: TEACHER’S QUALITIES AND ROLES

Procedure:Lead in: Brainstorming Make a brainstorm about what makes a good teacher/ Elicit answers and put them on the board.

e.g. knowledge of the subject

Activity 2 Qualities of a good teacher (40 min.)

Distribute handout 1. Ask participants to categorize the list into the three columns: examples of a teacher knowledge, teacher skills and teacher presence (o’qituvchiqiyofasi)

Handout 1 Categorize the list into three columns

Possible answers:Teacher knowledge: Teaching skills: Teacher’s presence:

Objectives: to explore the role of an English teacher and his/her

qualities to develop starting action plan for their own

development Time: 80 min.Material: Participants’ handouts

Qualities of a teacher

good teacher

knowledge of the subject analyzing potential lesson content (e.g. piece of realia, a text, etc.) knowing the school, the possibilities of the classroom space knowing the resources knowing the curriculum, the school policy

introduction and presentation giving directions/instructions checking for understanding/elicitation reinforcement of ideas providing feedback linking the stages of a lesson summarizing activity/lesson anticipate any problems that might occur and ways of resolving them checking students’ understanding evaluate their own lessons make appropriate use of technology elect and design learning tasks make use of authentic materials use appropriate classroom language give accurate explanations of words and grammatical structures etc

eye-contact nods, smiles, encouragement voice projection sense of humor flexibility open-mindedness addressing learners by their names etc

When they finish distribute handout 2. Ask participants to choose from the list from the previous handout (1) 5 things they do well and put them in the first table in handout 2. Then ask them to choose 4-5 things that they are not very strong and need improvement in the second table in handout 2.

Handout 2The things I am strong...

The things I need improvement....

Ask participants to stand up and to walk around the class and ask each other what they are good at and what their weaknesses are. They should also ask others for advice on how to improve their weaker qualities and take notes.

Suggestions on how I can improve my weak points.....

Activity 3 Teacher’s different role Say that Dudley-Evans and St. John see teachers as having five key roles:

Teacher Course designer and materials provider Collaborator Researcher Evaluator

Ask participants what other roles do they take at school. Distribute handout 3 and ask them to fill in the table accordingly. Ask participants in the first column to write what functions (tasks, jobs) they do at school and in the second column what skills these tasks help them to improve and in the third column how much they think these skills are improved (to evaluate the level).

Ask participants to share their answers in groups of 3 or 4.

Handout 3My different functions

(tasks) at schoolThe skills I improve by

doing different tasksLevel (3-very strong and 1-needs improvement)

e.g.1. I organise Olympiad in English2. I am a home group teacher (kurator)......

1. Organization skill

2. Leadership skill

2- (I do this pretty well, but need improvement)3

WEEK II - 10.04.2015SESSION1

READING STRATEGIES: SCANNING

READING STRATEGIES: SCANNING

Procedure:

Warm-up:Start the session by saying the following: “We already learned that when we read we can take a quick look at text to try to get an idea of what it will be about. It is called skimming. We practiced skimming text and making predictions about the text. There are times when we must go back through text to find specific information, such as when looking up telephone numbers, looking through the glossary of a book to find a specific topic, or locating the answer to a test question. This is called scanning.”Distribute Handout 1

Warm-up, Handout 1

Note the following strategies for reading:★ Skimming is fast reading to get the gist of what you read★ Scanning is fast reading to find a particular piece of information in a text★ Detailed reading is slower and more careful reading so that you don’t miss

anything.

Which strategy would you use for each of the following type of reading?

Strategies TypeofReading

Objectives:By the end of the session trainees will have

● raised their awareness of scanning as an effective reading strategy

● used questions to help them scan for information● identified their weaknesses and strengths as an effective

readerDuration: 80 minMaterials: Handouts

A dictionary 1 A newspaper 2

A novel 3 A webpage 4

Thetelephonedirectory 5 Instructions 6

Possible Answers:1 Scanning2 Scanning/Skimming3 Scanning/Skimming/Detailed reading4 Scanning/Skimming5 Scanning6 Detailed reading

Activity 1 Travel Brochure

Sate the following: “Scanning is very high-speed reading that you do when you are looking for a specific piece of information. When you scan, you have a question in

mind. You do not read every word, only keywords that will answer your question. Practice in scanning will help you learn to skip over unimportant words so that you can read faster”Tell trainees to scan the travel brochure and find the answers to the questions as quickly as they can. Distribute Handout 2----------------------------------------------------------------------------------------------------------------------------Activity 1, Handout 2

1) Where is Taman Negara National Park? 2) What does “Angkor Wat” mean? 3) Where is Halong Bay? 4) Which beach in the Philippines is on the list of the world’s best beaches? 5) Which beach in Bali is famous for surfing and nightlife? 6) When was Angkor Wat built? 7) How many islands are there at Halong Bay? 8) Which two beaches in Bali do tourists go to for relaxation? 9) For what purpose was Angkor Wat built? 10) Which activity can you enjoy at Cat Ba National Park?

TIP! Make use of sections and capital letters. For example, you only need to scan the Bali section to find answers for questions 5 and 8.

Southeast Asian Travel Southeast Asia is one of the world’s fastest growing travel destinations. The

area offers everything from beautiful tropical islands and pristine beaches to thick jungles, diverse cultures, cuisines, and people. Southeast Asia has some of the best national parks and reserves in the world, an abundance of fascinating World Heritage sites, a variety of spiritual places to visit that represent the religions of the region like Buddhism, Taoism, Islam, and Christianity, and it has a huge supply of beaches and associated activities.

Some of the many exciting Southeast Asian highlights include: Taman Negara National Park, Malaysia. This lush park is located on Malaysia’s east coast. The variety of plants and wildlife are amazing and the scenery includes lazy, winding rivers and roaring waterfalls.

Cambodia Angkor Wat, means “City Temple”, and is a complex of ancient temples that is considered the most important architectural site in Southeast Asia. It was built in the 12th century to honor Vishnu, the Hindu god.

Bali, Indonesia Land of the Buddha! Kuta, Ubud, Amed, and Sanur are all worth visiting. For the best surfing and nightlife, head over to Kuta beach. For relaxation, head up to Ubud, or even Amed if you’re really looking for peace and quiet.

Vietnam Halong Bay is one of the world’s natural wonders made up of at least 3000 islands in the Gulf of Tonkin, Vietnam. This is a World Heritage site that offers breathtaking views, many caves worth exploring, and hiking in Cat Ba National Park.

In the Philippines you’ll find beautiful white beaches like Boracay, which is on the list of the world’s best beaches. But there is more to the Philippines than just the beaches. The scenery also includes breathtaking waterfalls and miles of rice terraces.---------------------------------------------------------------------------------------------------------------------------Answers:1.Malaysia’s east coast; 2. “City Temple”; 3. in the Gulf of Tonkin, Vietnam; 4.Boracay; 5. Kuta beach; 6.in the 12th century; 7. 3000 islands; 8.Ubud or Amed; 9.to honor Vishnu; 10.hiking.

Activity 2 Scanning in 2 minutesAsk trainees to scan the text about Hun Sen, the Prime Minister of Cambodia, and find the answers to as many questions as possible in 2 minutes. Distribute Handout 3---------------------------------------------------------------------------------------------------------------------------Activity 2, Handout 31) How many years has Hun Sen been in office? 2) How old was Hun Sen when he became Prime Minister? 3) What does CPP stand for? 4) Who is the longest serving head of government in Southeast Asia? How long has he been in office? 5) How many leaders have held office longer than Hun Sen? 6) Which continent has the highest number of long-serving leaders? 7) How many Cambodians were killed by the Khmer Rouge? 8) When is the next election in Cambodia scheduled? 9) When was Cambodia set up as a communist state by Vietnam? 10) Who is the president of the CPP? 11) Where did Hun Sen make a speech on January 12? 12) How old was Hun Sen when he started a political career in the cabinet?

TIP! Make a mental note of what you are looking for while you scan through the text. For example, for question 1: I’m looking for a number (of years).

Cambodian Prime Minister Hun Sen recently marked his 25th anniversary as the Southeast Asian nation's leader. First appointed by the Cambodian National Assembly on January 14, 1985, he became at 33 years old the youngest Prime Minister in the world. Hun Sen's journey from a communist leader to an elected head of government spans a quarter of a century of civil war, domestic and international upheaval, a negotiated peace and transition to democracy through which he and his Cambodia's People's Party (CPP) have imposed themselves as the country's deliverers of stability and order. By retaining the helm in Cambodia's fractious politics for 25 years, he now stands among a unique category of leaders, ranking as the 11th longest ruling leader in the world. In Southeast Asia, only the Sultan of Brunei, the number one longest serving government leader since assuming office in 1967, has been in power longer than Hun Sen. Of the other nine longer serving leaders, five are heads of governments in Africa and four are from the Middle East.

Hun Sen reflected on his long political career and humble beginnings in a speech at the National Institute for Education in Phnom Penh on January 12. "I became [foreign] minister when I was 27 years old, Deputy Prime Minister when I was 29 years old and Prime Minister at 33 years old," Hun Sen said of his appointments in the People's Republic of Kampuchea – the communist state set up by Vietnam in 1979 after it toppled the Khmer Rouge, whose bloody regime caused the death of about 1.7 million Cambodians. The prime minister went on to talk about his political future, confirming his intention to run in the next election in 2013. "The party conference announced my candidacy for the future prime minister and ... last week CheaSim [president of the CPP] also reconfirmed my nomination for the premiership," Hun Sen said before taking aim at opposition parties. "Please do not try to limit the mandate of the premiership. You want the mandate limited because you are worrying you will lose to me," he said, while also reminding the audience he still had another three and a half years in office under the mandate of the last election, which his party, the CPP, won with a two-thirds legislative majority.

Answers:1. 25 years; 2. 33 years old; 3. Cambodia's People's Party; 4.the Sultan of Brunei, the number one longest serving government leader since assuming office in 1967; 5. 10; 6.Africa; 7.1.7 million; 8.in 2013; 9. in 1979; 10.Chea Sim; 11. at the National Institute for Education in Phnom Penh; 12. 27 years old

Activity 3 Odd one outAsk trainees to read the passages and find the irrelevant sentences in each paragraph. Distribute Handout 4.

1. Garfield(I)Garfield is a comic strip featuring the cat Garfield, the pet dog Odie, and their socially inept owner Jon Arbuckle. (II) The main character is Garfield, who is a lazy, overweight, orange cat. (III) He considers himself to be more intelligent than humans or dogs. (IV) He was named Garfield after his grandfather. (V) He hates Mondays and loves lasagna apparently.2. Alfred Hitchcock(I) With more than fifty feature films Alfred Hitchcock remains one of the most popular directors of all time. (II) Hitchcock's films draw heavily on both fear and fantasy. (III) He began directing in the United Kingdom. (IV) They often portray innocent people caught up in circumstances beyond their understanding. (V) The movie Rebecca, which evokes the fears of a young bride, is a good example of this.3. Doping(I) Doping is the use of drugs to try to improve sports performance. (II) This practice is banned by sports federations throughout the world. (III) Athletes need to know which substances are banned in sport. (IV) The use of drugs during athletic festivals is evident. (V) Furthermore, they must make sure that any product or medication they take does not contain a prohibited substance.

SPEAKING TESTSESSION2

Answers:1.(IV) 2 (III) 3(IV)

Round-up:Summarise the session by asking the following questions:

What is scanning?What is the difference between scanning and skimming?When do we scan?How can you improve your reading skills?

Activity 1| Peer evaluation form (15 min)

Put participants in groups of three. Give out Peer evaluation form to individuals. Look through the components of evaluation criteria.

Peer evaluation for SpeakingCriteria (in form of tips to be

useful for giving feedback) Speaker 1 Speaker 2

1. Give a full answer. 2. Speak clearly and don't worry about your accent. 3. Use descriptive words. Don't use boring words like good, bad, nice, or okay.Use exciting words that covey emotion. 4. Speak up. Sometimes, students mumble and speak very softly because they are nervous or unsure of their words5. Don't use slang.  Choose to be formal rather than informal.6. Keep a steady pace. Don't speak too fast or too slow.7. Don't try to memorize answers to sample subjects. 8. Explain names or words which are in another language. For instance, if you are asked to speak about a festival, which involves using words in your language, say the words clearly and give the meaning if any afterwards, so the examiner can follow your explanation.9.  Stay on topic. 

Activity 2| Practice Speaking Time: 30 min

SESSION 3

Cut the following topic cards into slices and give all the topics to each group. Tell participants to put the cards face down. Step one: One participant chooses one of the topic cards and for three minutes speaks on the topic. While one participant speaks the other two should evaluate his/her speech using the evaluation form. The same procedure will be repeated with other two participants. Take away the cards that have been used. After all three participants finish their turn the feedback session will be started. In feedback session they should give feedback to each other using the ideas from the peer evaluation form. Step two: one of the participants chooses one topic card and on the same topic all three participants should speak for two minutes. Then another card will be chosen and again all three participants will speak for two minutes. Then the third card will be chosen and the same procedure will be repeated. While one participant speaks the other two should evaluate.Then the feedback session will be conducted.

Describe two activities you like and don’t like doing (one you like and another one is you do not like).Describe two books you like and don’t like reading (one you like and another one is you do not like).Describe two films you like and don’t like watching (one you like and another one is you do not like).Describe two hobbies you like and don’t like doing (one you like and another one is you do not like).Describe two types of sport games you like and don’t like watching (one you like and another one is you do not like).Describe two films you like and don’t like watching (one you like and another one is you do not like).Describe two dishes you like and don’t like cooking and eating (one you like and another one is you do not like).Describe two people you like and don’t like. (One you like and another one is you do not like).

TEACHING YOUNG LEARNERS 1

Procedure

Activity1. Lead in (20 min)

Ask the participants to think about their own children or children they know. The participants work in pairs. They discuss each of the statements in the handout and decide what they mean and expanding with any examples they have from their own teaching experience.Ask them to agree or disagree and tick a corresponding box next to each statement. Tell them they don't have to agree with each other. Give them 5 minutes.After they have finished this ask some of the participants to share their ideas with the whole class. Run through a couple of the statements, but not too many and take some views and examples from participants. Write on the board 'Jean Piaget Swiss psychologist 1930s' .Explain to the participants that this man was the first researcher to observe children and their behavior. Before Piaget's work, people thought of children as small adults, and there was little understanding of a child’s psychology and brain development. The participants complete the statement underneath the table with their own words.

Activity 2. Characteristics of children (25 min)

Read out each statement from the activity 3 table Elicit how this can be applied to primary classroom practice. Use the table below to guide the discussion. In case participants have difficulties to find the implications to classroom practice help them using the answers in the table given in trainer notes.Ask them to base on their own teaching experience and establish that their ideas are important.

In general, children1. …know that the world has rules and feel happy with routines.

Answer: Establishing rules and routines at the start of the year is important.

Objectives:To raise participants ‘awareness of general concepts of teaching English to young learners, namely the way young children learn, learning styles and types of leaner motivation of this age group.

Time: 80 min.Materials: Participants’ handouts

Lesson plans and instructions should include routines and rituals.2. …can understand a situation more quickly than the language used.

Answer: Gestures (including facial gestures), visuals and realia will all be important in helping pupils create meaning.

3. …use language skills before they understand the grammatical structures of languages. Answer: Formal grammar instruction will not be relevant. Pupils will learn chunks of meaningful language, e.g. How old are you? What’s your favorite color? etc.

4. …use their hands, eyes and ears to understand things.Answer: Teaching and learning will involve visual, auditory and kinaeasthethic activities (VAK).

5. …have short but developing concentration spans and memory.Answer: Activities should be short, e.g. ten minutes, and varied.

6. …often find it difficult to work together and share. Answer: Teachers need to train pupils in effective pair and group work procedures.

7. …love to play and often think that this is real work.Answer: Games are important learning activities.

8. …are enthusiastic about new experiences and willing to try new things.Answer: Pupil’s natural motivation needs to be encouraged in a stress-free learning environment.

9. …centre their interest no themselves and their immediate world.Answer: Activities and vocabulary should reflect pupils’ life and experiences.

10. …are physically active and need to move around a lot.Answer: Activities should include movement games.

11. …have a colorful imagination and like to be creative.Answer: Activities should encourage acting out and arts and crafts.

12. …love to copy and imitate others.Answer: Activities should include opportunities for repetition in enjoyable contexts.

13. …love songs and music.Answer: Activities should include songs, rhymes and chants.

14. …have a strong sense of fairness and understand that games have rules. Answer: Instructions for games should be carefully set up so that children understand how to play.

15 …are curious and frequently like to ask a lot of questions.Answer: Teachers should encourage maximum pupil participation and involvement.

Activity 3.Motivating children. 20 minAsk participants to work in pairs. They tell each other about a time when they felt motivated to do something. They use suggestions in their workbook to guide them.

Activity 4.Children's learning styles. 15 minRemind the participants that as teachers, we all have our own preferred learning styles and these usually translate into preferred teaching styles. However, we have to remember that we are working with a group of children who between them use all of the learning styles. The participants work in pairs. They complete activity on handout 2 by cutting out the squares (tasks and resources) and glueing them onto the correct column on table. The column indicates which senses the tasks and resources refer to. The participants can add more that they have thought of themselves if they wish. They might use more than one category. Link the result to having to teach all learning styles.

Explain that much has been written about motivation and there are many theories. Explain that this is one very basic definition. Read out the definition and ask the participants if they agree with it. Motivation Motivation is the thoughts and feelings we have which make us WANT to do something and CONTINUE to want to do it, so that we turn our wishes into actions.

The participants work in groups. They discuss and make a list in the factors that motivate them to learn English at school or college.Feedback: Elicit the participants' ideas. Possible answers: Wanted a good job; useful for travel, international language to communicate across languages; to pass exams; liked the lessons; interest in English speaking culture; were encouraged by others ; liked their English teacher; liked reading English books; liked listening to English songs; liked watching English filmsWrite 'intrinsic and 'extrinsic' on the board. Ask the participants if they know the difference between these two types of motivation. Listen to their ideas. Answer: Extrinsic motivation is when a person is motivated by external factors, e.g. to pass the exams; get a good job, etc. Intrinsic motivation is when a person is motivated to do something because it feels good. The participants work individually. They mark each reason on their list with 'I' for intrinsic or 'E' for extrinsic. Ask participants to work in pairs. They decide which type of motivation children usually have. They write the answer on their handout.Answer: the motivation is likely to be intrinsic, e.g. they like their teacher, like the lessons/activities. It is to be noted that parents and schools may push children to think about exams and future and future jobs. This produces a type of motivation which is fed by fear rather than enjoyment. Link this to what it means for the teacher.

Handout 2. Activity 4Visual miming movemen

tdrawing posters gestures puppets

activities

Auditory acting out pictures masks flashcards pair-

work oral drills

Kinaesthetic

rhymes and

chants masks board realia stories songs

Feedback: Elicit the participants’ ideas.

Answers: Visual: board, pictures and photographs; drawings; flashcards; realia, gestures. Auditory: oral drills; songs, rhymes and chants; stories. Kinesthetic: realia ; puppets; masks; mime; acting out; movement activities.

Summary of the session (5 min)

Ask participants what they have learnt at the session. Pick up the ideas. Tell the participants that today they have discussed only general concepts of teaching young learners and they will have much more information in the future sessions.

WEEK III. 17.04.2015SESSION1

GENRES AND TYPES OF PARAGRAPHS (TEACHING WRITING MODULE)

Module 1.1. Week 3

Procedure:

Lead-in (5 min)

Ask the following questions:What is the purpose of writing of your students?Are they writing to entertain? to inform? to persuade?

Say that setting the purpose for writing is just as important as setting the purpose for reading, because purpose influences decisions students make about the form.

Acitivity 1 (20 min)

Materials: Handout 1(cut into cards) to each group

Ask participants to name writing genres. Write their responses on the board.State the following:One of the most important considerations is the genre or form the writing will take: a story? a letter? a poem? an essay? A writing activity could be handled in any one of the ways: writing a story, a letter, a poem and/or an essay. Students learn to use a variety of writing genres. Through reading and writing, students become knowledgeable about these genres and how they’re structured (Donovan &Smolkin, 2002). Langer (1985) found that by third grade, students respond in distinctly different ways to story- and report-writing assignments; they organize the writing differently and include varied kinds of information and elaboration. Because students are learning the distinctions between various genres, it’s important that teachers use the correct terminology and not label all writing as “stories.”( By G.E. Tompkins — Pearson Allyn Bacon Prentice Hall)Put participants in groups of four-five. Distribute a set of handout 1 (cut handout 1 into cards: genres purposes, activities each separately) to each group. Ask groups to match genres with their purposes and activities.Handout 1 (cut into cards)Genre Purpose ActivitiesDescriptive Students observe carefully and choose Character sketches

Objectives: to let participants… be aware of different genres in writingbe able to identify types of paragraphs

Time: 80 minutesMaterials:Activity 1 - Handout 1(cut into cards) to each group

Writing precise language. They take notice of sensory details and create comparisons (metaphors and similes) to make their writing more powerful.

Comparisons Descriptive essays Descriptive sentences Found poems

Expository Writing

Students collect and synthesize information. This writing is objective; reports are the most common type. Students use expository writing to give directions, sequence steps, compare one thing to another, explain causes and effects, or describe problems and solutions.

Alphabet books Autobiographies Directions/Instructions Essays Posters Reports Summaries

Journals and Letters

Students write to themselves and to specific, known audiences. Their writing is personal and often less formal than other genres. They share news, explore new ideas, and record notes. Students learn the special formatting that letters and envelopes require.

Business letters Courtesy letters Double-entry journals E-mail messages Friendly letters Learning logs Personal journals

Narrative Writing

Students retell familiar stories, develop sequels for stories they have read, write stories about events in their own lives, and create original stories. They include a beginning, middle, and end in the narratives to develop the plot and characters.

Original short stories Personal narratives Retellings of stories Sequels to stories Story scripts

Persuasive Writing

Persuasion is winning someone to your viewpoint or cause using appeals to logic, moral character, and emotion. Students present their position clearly and support it with examples and evidence.

Advertisements Book and movie reviews Letters to the editor Persuasive essays Persuasive letters

Poetry Writing

Students create word pictures and play with rhyme and other stylistic devices as they create poems. Through their wordplay, students learn that poetic language is vivid and powerful but concise and that poems can be arranged in different ways on a page.

Acrostic poems Color poems Free verse Haiku “I Am”

poems Poems for two voices

Check the answers and ask the following questions:Which of the writing activities do they use in the class? How often?Which of these genres do you often practise?

Establish that these genres often occur in the tests and is required in the work places where the knowledge of the target language is necessary. So, language learners should know how to write each of the genres in order to succeed not only in the tests but also in their daily life.

Acitivity 2 (20 min)

Materials: posters, markers to each group

Write on the board the topic of an essay:Possible solutions to the problem of bad behavior in the classroom.

Ask participants to make a list of what they can write in this paragraphProbable answers:

1. Define the bad behaviour, say what it is and give an example;2. Explain why the bad behaviour is a problem in teaching today, and support

your explanation by evidence from your reading and/or experience;3. Describe some possible solutions to the problem of the bad behaviour in the

teaching context. Again support your suggestions with evidence from your reading and/or experience;

4. Describe the advantages and disadvantages of each of the possible solutions;5. Decide which solution you would prefer and give reasons.

When they finish, ask them to compare their lists with other members within their groups and make a single group list on the poster. Distribute the posters and markers to each group. Invite groups present their lists to the whole group.

Say that in order to write a paragraph they need to be able to do the following:(Write on the board)

Define Give an example Explain why Support your explanation with evidence Describe a solution Describe advantages and disadvantages Choose Explain why

Here, we will pull together these different functional text types to show how the larger genres (or part genres) you are expected to write can be constructed from these shorter functional texts.

Acitivity 2(30 min)

Materials: Handout 2 to each group

Write on the board the types of paragraphs:NarrativeDescriptiveProcessCompare/contrastCause and effectAsk the participants to say what should be in each of these paragraph types (content of the paragraph). Distribute handout 2 to each group and ask them to read the paragraphs and discuss the questions.(Another option is to remove the names of the types of paragraphs and ask participants to guess which type each paragraph represents.)

-----------------------------------------------------------------------------------------------Handout 2Narration"This past weekend I had the time of my life. First, Friday night, I had my best friend over and we made a delicious, mouth-watering pizza. After we ate, we had a friendly video game competition.""On Saturday, my dad took us out on the boat. The weather was perfect and the water was warm. It was a great day to go for a swim. Later that night, we went to the movies. We saw an action-packed thriller and ate a lot of popcorn.""Finally, on Sunday, we rode our bikes all over town. By the end of the day, my legs were very tired. I only hope that next weekend can be as fun as this one."What is the title of a paragraph?Are the events in order and time sequenced or not?Are there any interesting details?

DescriptionSunset is the time of day when our sky meets the outer space solar winds. There are blue, pink, and purple swirls, spinning and twisting, like clouds of balloons caught in a blender. The sun moves slowly to hide behind the line of horizon, while the moon races to take its place in prominence atop the night sky. People slow to a crawl, entranced, fully forgetting the deeds that still must be done. There is coolness, calmness, when the sun does set.

What is the title of a paragraph?Do you see and feel what is described?Does the writer use strong verbs, colourful adjectives?

ProcessHere is the perfect system for cleaning your room. First, move all of the items that do not have a proper place to the center of the room. Get rid of at least five things that

you have not used within the last year. Take out all of the trash, and place all of the dirty dishes in the kitchen sink. Now find a location for each of the items you had placed in the center of the room. For any remaining items, see if you can squeeze them in under your bed or stuff them into the back of your closet. See, that was easy!What is the title of a paragraph?Is the procedure consistent and detailed?Does the content show completeness?

Compare/ContrastOceans and lakes have much in common, but they are also quite different. Both are bodies of water, but oceans are very large bodies of salt water, while lakes are much smaller bodies of fresh water. Lakes are usually surrounded by land, while oceans are what surround continents. Both have plants and animals living in them. The ocean is home to the largest animals on the planet, whereas lakes support much smaller forms of life. When it is time for a vacation, both will make a great place to visit and enjoy.

What is the title of the paragraph?Does the author give enough information for comparing and contrasting both items?Is the information in the paragraph detailed?

Cause and EffectI do well in school, and people think I am smart because of it. But it’s not true. In fact, three years ago I struggled in school. However, two years ago I decided to get serious about school and made a few changes. First, I decided I would become interested in whatever was being taught, regardless of what other people thought. I also decided I would work hard every day and never give up on any assignment. I decided to never, never fall behind. Finally, I decided to make school a priority over friends and fun. After implementing these changes, I became an active participant in classroom discussions. Then my test scores began to rise. I still remember the first time that someone made fun of me because “I was smart.” How exciting! It seems to me that being smart is simply a matter of working hard and being interested. After all, learning a new video game is hard work even when you are interested. Unfortunately, learning a new video game doesn’t help you get into college or get a good job.

What is the title of the paragraph?Is the content of the paragraph logical and well-developed?Do the ideas show clear relationships between two actions or events one of which is the reason for the other?

-----------------------------------------------------------------------------------------------Possible Answers:Narration – The weekendDescription – The SunsetProcess - Cleaning and organizing your roomCompare/contrast –Oceans and lakesCause and effect – the causes that had the effect of making me a high achieving student

Invite speakers to presents their ideas. Ask them the following questions:

How are the paragraphs organized? (Introduction, body, conclusion; topic sentence, supporting details, concluding sentence(s))What transitional phrases, words are used?How to define each paragraph?Narration is the oldest and best-known form of verbal communication where writers simply tell the stories.Description uses sensory images to create a picture with words.Process is a method of development that provides a step-by-step explanation of how something is done or something works.Comparison/contrast, a method for developing ideas, is the examination of similarities and/or differences between people, objects or ideas, in order to arrive at a judgement or conclusion.Cause and effect is the method of developing ideas tat looks for the relationship between two actions or two events, one of which we conclude is the reason for the other.

In conclusion say the following:The main goal in teaching writing is not to create brilliant writers, but to create successful students. It’s hard to be a successful student without being a skilled writer. Skilled writers have it easy. Skilled writers get more quality work done faster. For this, teachers should include writing into the lesson plans and ask students to write for different purposes. They should think about the techniques, skills, knowledge, strategies, and writing tools which the students need in order to be able to write effectively and at grade level.

MID-TERM TESTSESSION2

LINK BETWEEN CEFR, STATE REQUIREMENT AND SYLLABUS

SESSION3

Learning OutcomesBy the end of the session teachers will be able to:

get detailed information about State Educational Standards and analyze State Educational Standards;

understand the content of the Common European Framework of Reference; summarize gained understanding of the content, aim and tasks of teaching foreign

languages in continuous education system of the Republic of Uzbekistan according to State Educational Standards;

develop practical experiences for their further teaching

Key Learning Points: State Educational Standard, CEFR, level, Breakthrough – Waystage – Threshold – Vantage – Proficiency – Mastery

Plan

Lead in to demonstrate video 5 mDVD disk, power point presentation

Activity1.to review CEFR

and SES

Asking and answering questions about CEFR and State Educational

Standards15m Discussion

questions

Activity 2. Structures of State

Educational Standards.

giving information about structures, the main objectives, tasks and contents of teaching foreign

languages of State Educational Standards

30 min

Flipcharts, markers

Handout 1Posters

Activity 3. Trainees will be to introduced to CEFR 15 m Handout2,3

Evaluation and feedback Whole group 15 m

Lead in. Demonstrate video on (CEFR). 5 minActivity 1.Time: 15 minMaterials:none

Target group: trainersDuration: 80 minMaterials: flipcharts, markers.Interaction: group work

Interaction: whole class workObjective: to introduce with the content of the State Educational Standards based on CEFR in detailProcedure: Ask and elicit participants’ answers about CEFR and the State Educational Standard.1. What does CEFR stand for?2. How many levels are there in CEFR on language learning?3. What are they called?4. What is the State Educational Standard? What for is it used (do we need it)?

When was State Educational Standard adopted?5. How many lexical and grammatical units should our learners acquire in each

class?6. What is the difference between old and newState Educational Standards?

Activity 2.

Time: 30 minMaterials: flipcharts, markers, Handout 1 (Note for the trainer: Cut the table in the handout so that trainees have separate slips for Таълим босқичи, Битирувчилар, SESстандарти даражалари and даража номлари.)Interaction: group workObjective: to consolidate the knowledge of the State Educational Standards based on CEFR in detailProcedure: Put participants in groups of 5.Distribute flipcharts and markers.(Based on what they discussed) 1.Distribute Handout 1 and ask participants first to put appropriate level indicators in the column 3.Trainees should match all the slips and write the appropriate SES levels in empty boxes. 2. Answer the question and write.What is the description for A1, A2 and A2+? What makes these levels different from each other?

Get each participant in the group to number themselves from number 1 to 5. Ask all no. 1 participants to put their hands up, and tell them they are the group leader. Repeat with numbers 2-5 and allocate group roles of timekeeper, secretary, presenter and thinkers. All participants should write the requirements for each levelsaccording to the new State Educational Standard based on CEFR.

The Secretary will write down ideas on the flipchart. Tell participants they have to complete the task within 5 minutes.Get each group to report back. Only their Presenter speaks.Time allowance: 2-3 minutes/group (15 minutes total).

Ask groups to present their posters, listen to other groups’ ideas attentively and give feedback.Time allocation: 3mins/group (max 15 minutes)Ask and elicit the answers.

1. What is the purpose of this activity? 2. What did you learn from the session?

Activity 3.

Time: 15 minMaterials: flipcharts, markersInteraction: group workObjective: to consolidate the knowledge to CEFR in detailProcedure:

Distribute Handout 2 and 3. Ask participants to match levels and their descriptions. Explain that each level matches two or more descriptions. After 5 minutes ask group leaders to present their group choice. Groups compare and prove their choice.

Hold a plenary discussion asking several questions concerning the levels of the CEFR. Elicit the answers from trainees. You may possibly ask the following questions:

1. Tell the names for each level in order.2. What is the description for A1 and A2? What makes these levels different from

each other? 3. What is the description for B1 and B2? What makes these levels different from

each other? 4. What is the description for C1 and C2? What makes these levels different from

each other?

Evaluation and feedback 15 min.Now you have clear pictures about the concept of CEFR and State Educational Standards.Ask the following questions: How did you feel during the session?What did you learn from the session? Summarise the session with a short activity in which trainees have to write some important key points they have learned about SES and CEFR.

Handout 1

Таълимбоскичи Битирувчилар

Умумевропа

халкаростандарт

и

Даражаномланиши

Умумийўртатаълим

Бошлангич синф (4-синф) битирувчилари

Чет тилиниурганишнингБошлангичдаражаси

Умумийўртатаълим

9-синф битирувчилари Чет тилиниурганишнингтаянч даражаси

Чет тиллар чукурлаштириб укитиладиган ихтисослаштирилган

мактабларнинг 9-синф

Чет тилиниурганишнингкучайтирилгантаянч даражаси

Урта махсус вакасб-хунар

таълими

Чет тилларга ихтисослашмаган академик лицейлар битирувчилари Чет тилини урганишнинг

мустакил бошлангичдаражасиКасб-хунар коллежлари

битирувчилариЧет тилларга ихтисослашган

академик лицейлар битирувчилари (иккинчи чет тили)

Чет тилиниурганишнингкучайтирилганмустакил

бошлангичдаражаси

Олий таълим

Олий таълим муассасаларининг ихтисослиги чет тили булмаган

факультетлари бакалавриат боскичи битирувчилари

Чет тилини урганишнингмустакил мулокот

даражаси

Олий таълим муассасаларининг ихтисослиги чет тили булмаган факультетлари магистратура

боскичи битирувчилариОлий таълим муассасаларининг

ихтисослиги чет тили булган факультетлари бакалавриат боскичи битирувчилари (иккинчи чет тили)

Олий таълим

Олий таълим муассасаларининг ихтисослиги чет тили булган

факультетлари бакалавриат боскичи битирувчилари Чет тилини урганишнинг

эркин мулокот даражасиОлий таълим муассасаларининг ихтисослиги чет тили булган факультетлари магистратура

боскичи битирувчилари

Handout 2 A1 – Breakthrough (yoribo’tish, куртаклашбосқичи) A2 – Waystage (yo’lda)B1 – Threshold (ostonada)B2 – Vantage (imkoniyat)C1 – Proficiency (tildanmalakalifoydalanuvchi)C2 – Mastery (mahoratlifoydalanuvchi)

Users understand the salient points of a spoken or written text when clear, standard language is used. They can express themselves without major difficulty in a variety of situations.

Beginners discover the language and familiarise themselves with the sound of English.

Users understand everything without effort; their command of the language is comparable to native speakers’ language skills.

Learners, “experienced users”, can understand long, demanding spoken or written texts, they also grasp implicit meaning. Their use of language is subtle and effective.

Learners understand the main content of complex and fairly long written and spoken texts. They communicate fluently.

Learners can understand isolated phrases, common expressions and factual information. They can act in day-to-day situations with the help of the people they are speaking to.

Handout 3

CouncilofEuropelevels Description

C2Mastery

The capacity to deal with material which is academic or cognitively demanding, and to use language to good effect at a level of performance which may in certain respects be more advanced than that of an average native speaker.Example: CAN scan texts for relevant information, and grasp main topic of text, reading almost as quickly as a native speaker.

C1Effective

OperationalProficiency

The ability to communicate with the emphasis on how well it is done, in terms of appropriacy, sensitivity and the capacity to deal with unfamiliar topics.Example: CAN deal with hostile questioning confidently. CAN get and hold onto his/her turn to speak.

B2Vantage

The capacity to achieve most goals and express oneself on a range of topics.Example: CAN show visitors around and give a detailed description of a place.

B1Threshold

The ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information.Example: CAN ask to open an account at a bank, provided that the procedure is straightforward.

A2Waystage

An ability to deal with simple, straightforward information and begin to express oneself in familiar contexts.Example: CAN take part in a routine conversation on simple

predictable topics.

A1Breakthrough

A basic ability to communicate and exchange information in a simple way.Example: CAN ask simple questions about a menu and understand simple answers.A

Possible answers:Activity 1.

1. What does CEFR stand for?The CEFR is The Common European Framework of Reference for Language learning, teaching and assessment.The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries.The Common European Framework of Reference for Languages (CEFR) plays a central role in language and education policy worldwide. It has growing relevance for language testers and examination boards, helping to define language proficiency levels and interpret language qualifications.The CEFR describes language ability on a scale of levels from A1 for beginners up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing (learners, teachers, teacher trainers, etc.) to see the level of different qualifications. It also means that employers and educational institutions can easily compare qualifications and see how they relate to exams they already know in their own country.

2. How many levels are there in CEFR on language learning?The CEFR is a framework, published by the Council of Europe in 2001, which describes language learners’ ability in terms of speaking, reading, listening and writing at six reference levels (A1, A2, B1, B2, C1, C2). 3. What are they called?4. The CEFR sets out to describe the different language use skills divided into six levels from A1(breakthrough/absolute beginner) to C2 (Mastery).These six levels are named as follows:

C2 Mastery (mahoratlifoydalanuvchi) } Proficient user C1 Effective Operational Proficiency(tildanmalakalifoydalanuvchi)B2 Vantage (imkoniyat) } Independent user B1 Threshold(ostonada)

A2 Waystage(yo’lda) } Basic user A1 Breakthrough(yoribo’tish, куртаклашбосқичи)5. What is the State Educational Standard? What for is it used (do we need it)?When was State Educational Standard adopted?State Educational Standard was adopted on the 8th of May in2013.

THE STATE STANDARD STRUCTURE The state standard on foreign languages for all levels of education defines:

aims and objectives of the academic course; content of teaching and learning; requirements for the level of graduates of educational establishments at all stages

of education.

AIMS AND OBJECTIVES OF THE COURSE The aim of teaching foreign language at all levels of education of the Republic of Uzbekistan is to develop FL communicative competence (based on its composites – linguistic, sociolinguistic, discourse, strategic, sociocultural, social and study/learning competences) of learners to can function in the multicultural world in everyday, scientific and professional spheres.Competence presents a set of knowledge, skills and personal qualities enabling the performance of various actions stipulated by certain intentions and goals, including those which are set by the participant of a communication himself. Communicative competence in foreign language is «the ability and real readiness to carry out foreign language interaction with native speakers, as well as learners’ familiarization of the culture of county/countries of the target language, better understanding of the culture of one’s own country, ability to present it in the process of communication”.

Давлат таълим стандартининг тузилиши: Чет тиллар бўйича узлуксиз таълим учун давлат таълим стандарти қуйидагиларни белгилаб беради: ўқув фанининг мақсад ва вазифалари; чет тилини ўқитиш ва ўрганишнинг мазмуни; таълимнинг барча босқичларида таълим муассасалари битирувчиларининг мажбурий тайёргарлик даражаларига қўйиладиган талаблар.

Таълим мазмуни умумий ўрта, ўрта махсус, касб-ҳунар ва олий таълимнинг фанлар бўйича ўқув дастурларига киритилган мавзулардан иборат. Ўқув материали таълимнинг барча турларида узвийлик, узлуксизлик ва даврийликни таъминлайди. Ҳар бир таълим босқичида мазкур стандарт мазмунидан келиб чиққан ҳолда ўқув дастурлари ва дарсликлар ишлаб чиқишда минимум сифатида фойдаланилади.6. How many lexical and grammatical units should our learners acquire in each class?

Grades I II III IV V VI VII VIII IXLexical and grammatical

unitsActive 150 150 100 100 100 100 100 100 100

Passive - - - - 100 100 100 100 100

Total 150 300 400 500 700 900 1100 1300 1500

7. What is the difference between old and new State Educational Standards?The old State Educational Standard was only for 5th - 9th classes of Public education system.The new State Educational Standard is targeted to uninterrupted (continuous) educational system.

Activity 2 Answers:CEFR asosidagiDavlatTa’limSatandarti 2013 yil 8 maydaqabulqilingan

Таълим боскичи Битирувчилар

Умумевропахалкаро

стандартидаражалари

Даража номланиши

Умумий ўртатаълим

Бошлангич синф (4-синф) битирувчилари А1

Чет тилиниўрганишнингбошлангич

9-синф битирувчилариА2

Чет тилиниурганишнинг

таянч даражаси

Урта махсус вакасб-хунар

таълими

Чет тиллар чукурлаштириб укитиладиган ихтисослаш-тирилган мактабларнинг 9-синф битирувчилари

А 2+

Чет тилиниурганишнинг

кучайтирилгантаянч даражаси

Чет тилларга ихтисослашмаган академик лицейлар битирувчилари В1 Чет тилини

урганишнингмустакил бошлангич

даражасиКасб-хунар коллежлари битирувчилариЧет тилларга ихтисослашган академик лицейлар битирувчилари (иккинчи чет тили)Чет тилларга ихтисослашган академик лицейлар битирувчилари

В1+

Чет тилиниурганишнинг

кучайтирилганмустакил бошлангич

даражасиОлий таълим Олий таълим муассасаларининг

ихтисослиги чет тили булмаган факультетлари бакалавриат боскичи битирувчилари

В2 Чет тилиниурганишнинг

мустакил

мулокотдаражаси

Олий таълим муассасаларининг ихтисослиги чет тили булмаган факультетлари магистратура боскичи битирувчилариОлий таълим муассасаларининг ихтисослиги чет тили булган факультетлари бакалавриат боскичи битирувчилари (иккинчи чет тили)Олий таълим муассасаларининг ихтисослиги чет тили булган факультетлари бакалавриат боскичи битирувчилари

С1

Чет тилиниурганишнинг

эркин мулокотдаражаси

Олий таълим муассасаларининг ихтисослиги чет тили булган факультетлари магистратура боскичи битирувчилари

"Ўқувчиларнингтайёргарликдаражасигақўйиладиганмажбурийминималталаблар" бўлимининг "1-4-синфлар" кичикбўлимигақуйидагимазмундаги

6-бандқўшилсин:"6. Чет тилларБошланғич синф ўқувчиларининг тайёргарлик даражасига қўйиладиган мажбурий минимал талабларЛингвистик компетенцияа) Нутқий компетенция (А1)Тинглаб тушуниш:Содда йўриқномаларни тушуна олади ва уларга амал қила олади;содда саволлар ва гапларни тушуна олади;одда шеърлар, ҳикоялар, қўшиқларни тушуна олади;таниш контекстларда содда аутентик ну ткни тушуна олади.Гапириш:Диалог: Маълумот сўрай олади ва маълумот бера олади;ёрдам сўраб мурожаат кила олади;содда савол-жавоб кила олади.Монолог: Яшаш жойи, оила, дўстлари ва танишлари ҳақида гапира олади;ўзини таништира олади, ёктирган ва ёқтирмаган нарсалари ҳақида гапира олади;таниш мавзуда жуда қисқа тақдимотлар қила олади.Ўқиш:Таниш мавзулардаги маълумот берувчи матнларнинг асосий мазмунини тушуна олади;жой ёки инсонлар тасвирланган қисқача матнни (зарур ҳолларда кўргазмаларданфойдаланган ҳолда) тушуна олади;содда хабарларни (масалан, оддий хатлар, электрон хатлар) тушуна олади;содда ёзма йўриқнома ёки кўрсатмаларни тушуна олади ва уларга амал кила олади.Ёзиш:Шахсий содда хабарларни ёза олади (табриклар, кайдлар, электрон хатлар);шахсий маълумотлар (исм-шариф, яшаш манзили ва ҳоказо) билан сода анкетани тўлдира олади;содда шеър ва ҳикоялар ёза олади.б) Тил компетенцияси (А1)

Фонетик компетенция:Чет тилининг барча товушларини аниқ талаффуз эта олади;сўз ва гап урғусини тўғри қўя олади;коммуникатив вазиятларда интонация моделларини фарқлай билади ва улардан фойдалана олади;Лексик компетенция:Ўзлаштирилган лексик воситаларни контекст (матн)да қўллай олади;мавзуга оид содда сўзларни коммуникатив вазиятларда қўллай олади;баъзи байналминал сўзлар ва турдош сўзларни фарқлай олади ҳамда уларни қўллай олади.Грамматик компетенция:Коммуникатив вазиятларда содда грамматик ва синтактик тузилмаларни қўллай олади;сўз ва сўз бирикмаларини "ва" боғловчиси билан боғлай олади;феъл шакллари ва содда пайт равишдошларидан фойдаланган ҳолда гапларнитўғри баён қила олади, ҳикоялар ҳамда воқеаларни тўғри кетма-кетлиқца гапира олади.";3) "5-9-синфлар" кичик бўлимининг 5-банди қуйидаги таҳрирда баён қилинсин:"5. Чет тилларУмумий ўрта таълимнинг 5-9-синф ўқувчиларининг тайёргарлик даражасига қўйиладиган мажбурий минимал талаблар:Лингвистик компетенцияа). Нутқий компетенция (А2 ва А2+)Тинглаб тушу ниш:(А2) Ўз эҳтиёжлари ва қизиқишларига бевосита боғлиқ бўлган гап ва ибораларни тушуна олади;бирор ерга бориш бўйича содда йўриқномаларни тушуна олади;содда хабарлар ва эълонлардаги асосий маъноларни тушуна олади.(А2+) кундалик мавзулардаги тасмага ёзилган парчалардан муҳим маълумотларни тушуна олади;муҳокама этилаётган масаланинг асосий мавзусини аниклай олади.Гапириш:Диалог:(А2) Тўгри маълумот ола билади ва бера олади ;саломлаша олади ва мурожаат қила олади, таклиф, тавсия қила олади ва таклифга жавоб бера олади, узр сўрашнинг содда кундалик шаклларини ишлата олади;қисқа мулоқотда иштирок эта олади;содда иборалардан фойдаланиб таниш мавзуда ўз фикрини ифода эта олади;содда юмушлар (чипталар сотиб олиш, харид қилиш, ошхонада таом буюра олиш)ни амалга ошира олади;тушунмаганлигини билдира олади.(А2+) Оммавий вазиятларда одамлар билан мулоқотга кириша олади;қисқа суҳбатларда ўз режалари ҳақида муаммосиз иштирок эта олади (масалан, кечқурун ёки дам олиш кунлари режалари бўйича);кундалик ҳаётга оид ўзи қизиққан ёки ўзига бевосита алоқадор мавзуларда қисқа суҳбатларда иштирок эта олади;олдиндан режалаштирилган кундалик суҳбатларда маълум мавзуларда савол-жавоб қила олади, фикр ва маълумот алмаша олади;

бошқалар фикрига қўшилиш ёки қўшилмасликни ифодалай олади;чет тилида маълумот, йўриқномалар ва бошқалар юзасидан тегишли жавобларни кайтара олади (масалан, кўчада ўрганилаётган тил соҳиби бўлган сўзлашувчи мурожаат қилганда);маълумотни аниқлаштириш ёки такрорлашни илтимос қила олади.Монолог:(А2) Одамлар, яшаш ёки иш жойи шароитлари, кундалик ишлар,ёктирган/ёктирмаган нарсалар ва бошқаларни содда қилиб тасвирлай олади ёки такдимот қила олади;содда иборалар билан одамлар, жойлар ва буюмларни тасвирлай олади.(А2+) Таниш мавзуда киска такдимот кила олади;нимани ёктириши ёки ёктирмаслигини тушунтира олади;тадбир ёки воқеа-ҳодиса ҳақида қисқа маълумот бера олади;режалар, тадбирлар, одатлар ва тажрибаларни тасвирлай олади;содда иборалар билан предметлар ва ўзига тегишли нарсаларни қиёслай олади.Ўқиш:(А2) Жуда қисқа содда аутентик ва ярим-аутентик матнларни тушуна олади;қисқа шахсий содда хабарлар ва хатларни тушуна олади;жамоат жойларидаги умумий белгилар ва эълонларни тушуна олади;содда ёзма кўрсатмаларни тушуна олади;рўйхатлар, веб сайтлар, қўлланмалар ва бошқалардаги махсус маълумотларни қидириб топа олади.(А2+) расмий хатларнинг асосий турларини тушуна олади (масалан, тасдиқлаш хати каби);Оммавий ахборот воситаларида чоп этилган қисқа хабар ва кичик мақолаларини тушуна олади;товарлар ва асбоб-ускуналарни ишлатиш бўйича йўриқномаларни тушуна олади ва уларга амал кила олади;фактларга асосланган матнларда, масалан брошюралар, рекламалар, газета эълонларидан махсус маълумотларни топа олади;баъзи нотаниш сўзларнинг маъносини контекстга қараб аниқлай олади;Ёзиш:(А2) Содда қисқа хат ва хабарлар ёза олади (масалан, миннатдорчилик билдириш хатлари, узр сўраш хатлари);анкетани турли шахсий маълумотлар билан тўлдира олади (исм-шарифи, манзили, телефон раками, миллати, ота-онаси билан уланиш ҳақида маълумотлар ва ҳоказо);кундалик турмуш ҳақида ёза олади;содда биография ёза олади;содда шеърлар ёза олади.(А2+) Тадбирлар ва шахсий тажрибаларни тасвирлаб ёза олади;оғзаки хабарни тушунарли қилиб ёза олади.б) Тил компетенцияси (А2 ва А2+)Фонетик компетенция:Чет тилининг барча товушларини аниқ талаффуз кила олади;

сўз ва гап урғусидан тўгри фойдалана олади;коммуникатив вазиятларда интонация моделларидан тўгри фойдалана олади ва уларни фарқлай олади;Лексик компетенция:Узлаштирилган лексик бирликларни контекстда қўллай олади;мавзуга оид содда сўзларни коммуникатив вазиятларда қўллай олади;баъзи байналминал ва ўзлашган сўзларни таний олади ва уларни кўллай олади;сўз ясашнинг турли йўлларини фарқлай олади (қўшма сўзлар, префикслар ва суффикслар).Грамматик компетенция:Коммуникатив вазиятларда асосий грамматик ва синтактик тузилмаларни қўллай олади;сўз бирикмалари ва қўшма гапларни "аммо", "ва", "чунки" каби сода богловчилар билан боглай олади;феъл шакллари ва содда пайт равишларидан фойдаланган ҳолда баён қила олади ва ҳикояларни гапириб беришда воқеаларни тўғри кетма-кетликда ифодалай олади. "

REQUIREMENTS FOR THE LEVEL OF GRADUATES (A1, A2 and A2+)

Requirements for the graduates’ level in foreign languages are developed in accordance with the required minimum content, are consistent across levels of public secondary, secondary special, graduate and postgraduate education and are presented in a form of action in accordance with the targeted competences. These requirements serve as a basis for developing assessment tools for state attestation of graduates at all stages of education of the Republic of Uzbekistan.

REQUIREMENTS FOR THE LEVEL OF GRADUATES ON FL A 1 LEVEL

Competences Knowing/can do

LIS

TE

NIN

G

Listen and understand non-native authentic speech in audio/video recording, talk of the teacher and peers while interacting in communicative settings based on the defined topics; listen and learn by heart from a teacher, audio recordings songs, rhymes, selection rhymes, poems; understand familiar words and very simple phrases in authentic speech pronounced slowly and clearly if needed asking for repetition; understand well constructed and slowly pronounced questions and instructions by a native speaker and follow them.

LIN

GU

IST

IC C

OM

PET

EN

CE

CO

MPE

TE

NC

E IN

LA

NG

UA

GE

SK

ILL

S

Spea

king

Spoken Interaction (Dialogue). Interact in a very basic etiquette dialogue (dialogue-enquiry and dialogue-call for action) provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help to formulate what is needed to say. Ask simple questions and answer them (for example, during an interview) if spoken slowly and clearly using words in their direct meaning and without idioms; pronounce and respond to simple statements related to the answerer within communicative settings based on the content areas. Spoken Production (Monologue). Be able, following norms of speech etiquette and using simple phrases and usually not connected sentences, describe where they live and people they know and give information, as well as make descriptions in communicative settings based on the content of speech; describe oneself, own study, place where one lives; can read out short rehearsed notice (for example introduce a speaker).

Rea

ding

Read aloud not lengthy text, following pronunciation norms of the target language, constructed in a familiar language material; read “silently”, understand main idea of accessible in terms of length and content, texts (texts containing information and simple short descriptions), constructed on a familiar language material and with visual support; recognize and и understand familiar names, words and very simple sentences (in short simple postcards, announcements); can follow short simple written instructions (for example, how to get from A to B).

Wri

ting

Possess writing techniques; can copy out certain words and short printed texts (simple instructions, names of shops, frequently used expressions); can write simple very short postcards, can ask for and give personal information, fill in forms, entering their name, nationality, address; can write short simple, sentences not connected with each other.

Gra

phic

s, or

thog

raph

y Know the alphabet, transcription signs, main combinations of letters, sound-letter matches; main rules of reading and orthography.

LA

NG

UA

GE

AB

ILIT

IES

Phon

etic

side

of

spee

ch

Can accurately pronounce all sounds of FL, use stress appropriately; and follow intonation patterns in communicative settings based on the content of speech; can pronounce only limited number of memorized words and phrases (their understanding may cause some difficulty to native speakers, who are not used to speaking to foreigners).

Lex

ical

side

of

spee

ch

Know and can use main meanings of learnt lexical items (words, word combinations); know main ways of word formation (affixation, compounding); to can use thematic vocabulary in a very limited amount in communicative settings based on the content of speech; vocabulary stock should contain separate very simple and word combinations on certain topics.

Gra

mm

atic

al

side

of s

peec

h Know and can use and limited control of simple grammar and syntactical constructions and models of sentences, to join words and set of words with the help of simple conjunctions «and», «then», expressing linear sequencing in communicative settings based on the content defined for the beginner level of learning.

Sociolinguistic Able to construct short, simple, coherent, cohesive and logical

competence

utterances of various functional styles in oral and written speech based on the understanding of various discourse types while reading and listening as well as ability to choose language forms, use and modify them within the framework of communicative settings based on the content of speech.

Discourse competence

Able to recognise and interpret the peculiarities of discourses by their genre (songs, poems, rhymes, riddles, fairy tales, academic texts, forms, instructions to games, toys, notices and etc.) related to various communicative settings based on the content of speech.

Strategic competence

Able to express themselves in a short way, produce separate utterances mainly consisting of memorised items; use verbal/non-verbal means of compensation in situations of communicative difficulty within topic based content of speech .

Sociocultural competence

Know name of the country/countries where the target language is spoken, their capitals; most popular children literature of the target culture and their characters; learn by heart rhymes, selection rhymes (accessible in terms of content and form); traditions and habits based on the content of speech.

Social competence

Can get into elementary respectful and friendly contact in FL with representatives of other cultures, using the knowledge of phrases of introductions, saying good bye, thanking within the framework of communicative settings based on the topic content of speech.

Study/learning competence

Possess elementary strategies of learning languages and cultures independently; able to use bilingual dictionary and other learning tools; able to assess own achievements within the subject.

REQUIREMENTS FOR THE LEVEL OF GRADUATES IN FLA 2 and A 2+

COMPETENCES Knowing/Can

Lin

guis

tic c

ompe

tenc

e

Com

pete

nce

in L

angu

age

skill

s

Lis

teni

ng

A2 Can understand certain sentences and the highest frequency phrases in utterances of immediate need, related to content of speech in authentic audio/video materials which are relatively slow and clear, while played once; understand the gist, main idea, topic or listening for specific information of simple authentic discourses in a standard dialect which are articulated clearly and not lengthy while listened more than once based on the content of speech; can understand simple directions relating to how to get from A to B, by foot or public transport; can follow change of topic in informational programme and get an idea about the main content of the programme. А2+ Understandto the extent of meeting concrete needs in condition that the speech is slow and clear; can get main idea of short, clear, simple messages and announcements; understand main idea of TV programmes, reports on current news, accidents and etc. where video chain is accompanied by commentaries.

Spea

king

А2 Spoken interaction (Dialogue). Can ask for attention;communicate in simple dialogues related to different communicative settings based on the content of speech; handle very short social exchanges (in a shop, at post office, in a bank, on amount, number, price, ask and show very ordinary products and services, travelling by a transport, buying a ticket, making an appointment, where to go, inviting and accepting invitation, apologising and accepting an apology, greeting, saying good-bye etc.); can answer simple questions and respond to simple statements during interview in a familiar language material, if the interlocutor is ready to help if needed (repeat, clarify, pronounce slowly). А2+ Spoken interaction (Dialogue). Can initiate, sustain and close simple conversation; understand to the extent of conducting simple social interactions (discuss what to do in the evening, at weekend, proposing and responding to a proposal, expressing agreement/disagreement, ask for and give instructions, shopping, travelling, eating, renting, getting information from travel agent) without obvious efforts; can express themselves clearly and exchange ideas and information on familiar topics in predictable situations of daily life, if the interlocutor helps them if needed; communicate successfully on very basic topics in situations of everyday communication, though they have to give up some part of thought utterances because of insufficient vocabulary; can not without interlocutor with relative confidence sustain conversation with a clear structure, while in open conversation abilities are limited. А2 Spoken production (Monologue). Can tell a story or describe something (surrounding every day), short very simple events in the form of simple listing, using simple phrases and sentences within the framework of content of speech; present short, rehearsed very basic talk on a familiar topic. А2+Spoken production (Monologue). Can tell about himself/herself, family, conditions of living, study, story or describe something, express own feelings with simple words, describe the surroundings, describe описыватьроддеятельности, personal experience, describe habits and daily life, talk about plans and agreements, explain what they like – dislike, give very simple descriptions of events, describe a pet or possessions, talking shortly about some objects, comparing them using basic description devices; short, rehearsed talk on a familiar topic, giving arguments, and explaining points of view, plans, actions, answering limited number of questions on the talk; can make short, rehearsed announcements the content of which are learnt and predictable; this announcement may be understood if to concentrate; can retell the gist of a story, describe something in cohesive simple sentences and using conjunctions, linking words etc. for joining them.

Rea

ding

А2 Can based on the topic content of speech understand very short simple authentic texts (personal letters), containing high frequency vocabulary, as well as words sounding similarly in all languages; find certain easily predictable information in simple texts of daily interaction: symbols and notes in advertisements, menus, timetables, directions, warning of danger, simple instructions on using an equipment, leaflets, short newspaper articles on current events. А2+ Basedon the content of speech can understand very basic types of standard letters and fax messages written by a sample (enquiry, ordering, confirmation letters etc.); understand and emphasize related specific information in short simple authentic texts (advertisements, menu, timetable, alphabetical reference book), written in informal or taking into account stage of education professionally-oriented language.

Wri

ting

А2 Can write a number of simple phrases and sentences, simple short notes and messages on topics of immediate need, not difficult personal letters for thanking and apologising, descrine events using necessary speech etiquette formula; write congratulations and wishes for significant dates with or without hints; write invented biographies, resume, note taking. А2+ Can write few coherent sentences about everyday life, people, where they live, study and work, make basic descriptions of events, affairs and personal experience.

Com

pete

nce

in la

ngua

ge a

reas

Gra

phic

s and

or

thog

raph

y Can write short words (with some deviation from spelling norms), familiar by sound form; can copy out short sentences on everyday topics.

Phon

etic

side

of

spee

ch

Can pronounce all sounds and use transcription signs; stressing, following rules of intonation in various communicative types of sentences within the framework of the communicative settings based on the content of speech. Despite the accent, pronunciation should be comprehensible (though the interlocutors may have to ask for repetition of certain words or phrases).

Lex

ical

side

of

spee

ch

Know main meaning of lexical units; main methods of word formation within the framework of the communicative settings based on the content of speech; use limited number of words adequately in concrete everyday situations; vocabulary stock should be sufficient for meeting main communicative needs. А2+ Have sufficient vocabulary for taking part in familiar situations of social interaction.

Gra

mm

atic

al si

de

of sp

eech

А2 Can use simple conjunction “and”, “but”, “because” for joining groups of words to a sentence; use appropriately grammar construction within the framework of communicative settings based on the content of speech (however systematic typical mistakes can occur, nevertheless main idea of the utterance is usually clear). А2+ Can retell gist of a story, describe something in the form of concurrent simple sentences using high frequency linking words for joining them.

Sociolinguistic competence

Ability to choose appropriate linguistic form, way of expression depending on the conditions of the communicative situation, communicative goal and speaker’s intention, social and functional roles of communicants, their interrelations based on the content of speech at the intermediate level of learning.

Discourse competence

Recognize and interpret characteristics of authentic discourses according to their genre specificity (academic texts, instructions, newspaper/magazine articles, extracts, quotations from literary texts, poems, songs and etc.) within the framework of communicative settings based on the content of speech at the intermediate level of learning.

Strategic competence

Construct their speech logically, coherently and persuasively, defining goals and achieving them within the framework of communicative settings based on the content of speech; can overcome difficulties in case of language deficiency (use gestures); can recall appropriate set of phrases from the available stock; can make use of simple technical strategies to initiate, sustain and close simple conversation; can confirm understanding/not understanding of what the speech is about. А2+ Can use not very appropriate word from own vocabulary stock and explain what is needed by gestures; can ask for clarification of key words and phrases, which can not be understood, using cliché.

Sociocultural competence

Understand the importance of FL in the modern world; know high frequency thematic background lexis and realia, sociocultural profile of countries, where the target language is spoken and their cultural heritage; know about speech differences in situation of formal and informal communication; can present own country, its culture in conditions of intercultural communication in a foreign language within the framework of communicative settings based on the topic content of speech.

Social competence

Can use acquired knowledge and skills in practice and everyday life for social adaptation; can achieve mutual understanding in the process of oral and written communication with representatives of other culture, by setting within reasonable extent interpersonal and intercultural contacts; can confidently present own country and help foreigners in social interaction within the communicative settings based on the topic content of speech.

Study/learning competence

А2 Possess accessible for the present stage of learning strategies for developing independent study and autonomous learning of languages and cultures; can make inferences of possible meanings of unfamiliar words based on main idea of short texts and utterances of concrete content on daily topics; can copy out short text printed or written in eligible handwriting;А2+ Can select and produce key words and expressions or short sentences from not lengthy text within the limited capabilities of a learner.

Activity 3 Answers:

CEFR and State Educational Standards A1 – Breakthrough (yoribo’tish, куртаклашбосқичи): beginners discover

the language and familiarise themselves with the sound of English. A2 – Waystage (yo’lda): learners can understand isolated phrases, common

expressions and factual information. They can act in day-to-day situations with the help of the people they are speaking to.

B1 – Threshold (ostonada): users understand the salient points of a spoken or written text when clear, standard language is used. They can express themselves without major difficulty in a variety of situations.

B2 – Vantage (imkoniyat): Learners understand the main content of complex and fairly long written and spoken texts. They communicate fluently.

C1 – Proficiency (tildanmalakalifoydalanuvchi): learners, “experienced users”, can understand long, demanding spoken or written texts, they also grasp implicit meaning. Their use of language is subtle and effective.

C2 – Mastery (mahoratlifoydalanuvchi) users understand everything without effort; their command of the language is comparable to native speakers’ language skills.

CEFRThe Common European Framework divides learners into three broad divisions that can be divided into six levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing.

CouncilofEuropelevels Description

C2Mastery

The capacity to deal with material which is academic or cognitively demanding, and to use language to good effect at a level of performance which may in certain respects be more advanced than that of an average native speaker.Example: CAN scan texts for relevant information, and grasp main topic of text, reading almost as quickly as a native speaker.

C1Effective

OperationalProficiency

The ability to communicate with the emphasis on how well it is done, in terms of appropriacy, sensitivity and the capacity to deal with unfamiliar topics.Example: CAN deal with hostile questioning confidently. CAN get and hold onto his/her turn to speak.

B2Vantage

The capacity to achieve most goals and express oneself on a range of topics.Example: CAN show visitors around and give a detailed description of a place.

B1Threshold

The ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information.Example: CAN ask to open an account at a bank, provided that the procedure is straightforward.

A2Waystage

An ability to deal with simple, straightforward information and begin to express oneself in familiar contexts.Example: CAN take part in a routine conversation on simple predictable topics.

A1Breakthrough

A basic ability to communicate and exchange information in a simple way.Example: CAN ask simple questions about a menu and understand simple answers.

CEFR - Common reference levels

The Common European Framework divides learners into three broad divisions that can be divided into six levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing. These levels are:

level group

level group name

level level name description

A

A

Basic User

Basic User

A1Breakthrough

or beginner

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.

Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Example: CAN ask simple questions about a menu and understand simple answers.

A2 Way stage or elementary

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).

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.

Example: CAN take part in a routine conversation on simple predictable topics.

B

Indepen

dent User

B1Threshold or intermediate

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.

Can deal with most situations likely to arise while traveling in an area where the language is spoken.

Can produce simple connected text on topics that are familiar or of personal interest.

Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Example: CAN ask to open an account at a bank, provided that the procedure is straightforward.

B2Vantage or

upper intermediate

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.

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.

Example: CAN show visitors around and give a detailed description of a place.

C

C

Proficient

User

Proficient

User

C1

Effective Operational

Proficiency or advanced

Can understand a wide range of demanding, longer texts, and recognize implicit meaning.

Can express ideas fluently and spontaneously without much obvious searching for expressions.

Can use language flexibly and effectively for social, academic and professional purposes.

Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

Example: CAN deal with hostile questioning confidently. CAN get and hold onto his/her turn to speak.

C2 Mastery or proficiency

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.

Can express him/herself spontaneously, very fluently

and precisely, differentiating finer shades of meaning even in the most complex situations.

Example: CAN scan texts for relevant information, and grasp main topic of text, reading almost as quickly as a native speaker.