CEFR : แนวทางการนำไปใช้พัฒนาความสามารถทางภาษา. ดร . วัฒนาพร ระงับทุกข์ ที่ปรึกษาด้านมาตรฐานการศึกษา สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน. ป ระกาศกระทรวงศึกษาธิการ เรื่อง นโยบายการปฏิรูปการเรียนการสอนภาษาอังกฤษ ลงวันที่ ๑๔ มกราคม ๒๕๕๗.
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1. The Common European Framework of Reference for Languages (CEFR)
CEFR (curriculum) (syllabus) (assessment)
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 whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which 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.
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field ofspecialisation. 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 Independent disadvantages of various options.
Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. 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
Can understand with ease virtually everything heard or read. Can summarise 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 more complex situations.
Common Reference Levels
1. personal identification
2. house and home, environment
3. daily life
4. free time, entertainment
6. relations with other people
7. health and body care
10. food and drink
In each of these thematic areas, subcategories are established. For example, area 4, free time and entertainment, is subcategorised in the following way
4.2 hobbies and interests
4.3 radio and TV
4.4 cinema, theatre, concert, etc.
4.5 exhibitions, museums, etc.
4.6 intellectual and artistic pursuits
How do we know?
Some self- assessment checklists
- Act in compliance with the orders, requests and instructions that they have heard and read; accurately read aloud sentences, texts, tales and short verses by observing the principles of reading; choose/specify the sentences and text corresponding to the meanings of symbols or signs read; tell the main idea and answer questions after listening to and reading dialogues, simple tales and stories
- Speak/write in an exchange in interpersonal communication; use orders and requests and give instructions; speak/write to express needs; ask for help; accept and refuse to give help in simple situations; speak and write to ask for and give data about themselves, friends, families and matters around them; speak/write to express their feelings about various matters and activities around them, as well as provide brief justifications
Word index for Breakthrough
1.imparting and seeking factual information
2.expressing and eliciting attitudes
3.getting things done (suasion)
2.7.1 expressing wants, desires
Id like +NP , please
(to do something)
Id like to + Vpinf ., please
(asking for something)
Can I have + NP , please?
(asking to do something
2.7.2 enquiring about wants, desires
You would like (to do) something?
(to have something)
(to do something)
You, he, she, they would like to +Vpinf .?
A.4. Free time, entertainment
Learners CAN say when they are free and what they do in their spare time. They can elicit and
understand information on these topics from other people
to be free (plus time reference, see Chapter 4, section 3)
(to go on) holiday (see also Chapter 5, section B.2)
to go out A
4.2 play and games
names of games
(e.g. ludo, snap, poker)
names of playground equipment
(e.g. swing, slide, see-saw)
4.2 play and games to play toy doll draw(ing) paint(ing) game names of games(e.g. ludo, snap, poker) names of playground equipment (e.g. swing, slide, see-saw)
1 Achievement assessment - Proficiency assessment
2 Norm-referencing (NR) - Criterion-referencing (CR)
3 Mastery learning CR- Continuum CR
4 Continuous assessment- Fixed assessment points
5 Formative assessment -Summative assessment
6 Direct assessment -Indirect assessment
7 Performance assessment- Knowledge assessment
8 Subjective assessment -Objective assessment
9 Checklist rating-- Performance rating
10 Impression -Guided judgement
11 Holistic assessment -Analytic assessment
12 Series assessment- Category assessment
13 Assessment by others- Self-assessment