Putting skills together with grammar in a CEFR-based can-do syllabusMichael Carroll, Momoyama Gakuin University, Osakacarroll@andrew.ac.jpslides at

What is CEFR?Common European Framework of Reference

can-do statements

What Ill be talking aboutWhat are can-do statements? How can we understand and use them?How can we teach grammar in a can-do syllabus?

How well can he speak English?

his TOEFL score is 250

he can introduce himselfhe can ..

Proficient UserC2Can 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.C1Can understand a wide range of demanding, longer texts, and recognise 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 organisational patterns, connectors and cohesive devices.Intermediate UserB2Can 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 & ambitions and briefly give reasons and explanations for opinions and plans.B1Can understand the main points of clear standard input on familiar matters (school, work etc).Can deal with most situations likely to arise whilst travellingCan produce simple connected text on topics, which are familiar, or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.Basic UserA2Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, work). Can communicate in simple an routine tasks requiring a simple and direct exchange of information.Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.A1Can understand and use familiar everyday expressions and very basic phrasesCan introduce him/herself and othersCan ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has(provided the other person talks slowly and clearly and is prepared to help)

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.For example: A1 (Basic user, beginner, Breakthrough)

An example of a short conversation about a familiar topic(Graham-Marr, Alastair. (2013). Communication Spotlight, High Beginner Tokyo: ABAX)

A2 (basic user, elementary, Waystage)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

Can-do statements are learning objectives that are:

clear easily understandableachievable

The problem with can-do statements

in the classroom they need to be specific to each classroom to suit all classrooms they need to be consistent

In other words Tasks may be different in every classLanguage criteria should be consistent

Grammar!

(and vocabulary)

The English Profile ProgrammeWhat grammar and vocabulary can learners use at each level of the CEFR?Based on Cambridge Learner Corpus (CLC)

Hawkins, J.A, Filopovic, L (2012) Criterial Features in L2 English: Specifying the Reference Levels of the Common European Framework. English Profile Studies Volume 1. Cambridge: Cambridge University Press

englishprofile.org

Hawkins, J.A, Filopovic, L (2012) Criterial Features in L2 English: Specifying the Reference Levels of the Common European Framework. English Profile Studies Volume 1. Cambridge: Cambridge University Press

CRITERIAL FEATURES?properties of learner English that appear at each level, and that distinguish higher levels from lower levels

I can write texts of some length (e.g. diary entries, explanations of photos and events) in simple English, using basic, concrete vocabulary and simple phrases and sentences, linking sentences with simple connectives like and , but , and because . (A2.1 Writing)How long is some length?How simple are simple phrases and sentences?Where is the border between basic, concrete vocabulary and more complex vocabulary?

Criterial features for A2mean length of utterance 7.9Intransitive clauses (NP - V) I went home ; We drove by car to my grandmothers house in GifuTransitive and ditransitive clauses (NP - V - NP ( +NP) ) My brother plays baseball very well ; He gave me his old baseball bat ;Direct WH- questions What do you think about.. ; How do you know that? ;

What my students can doHello, how are you? Im fineThere are 4 people in my familybrother, sister, mother, father, I like (to) play(ing) soccerI live (in) Osaka

What common errors do my students makeI could enjoy my trip.I go Tokyo / I going Tokyo.I late. Because sleeping.

DynEdCALL software comprising several interactive courses - listening, speaking, reading - at levels from complete beginner to advanced.Each course is is comprehensively documented, so it is easy to analyse the grammar and lexis the input students are getting (and a little of their output).

Task: Describe a a person from a photograph. Describe what they look like, their height, hair, what they are wearing; and say something about what they like doing, what they are good at.can write texts of some length (e.g. diary entries, explanations of photos and events) in simple English, using basic, concrete vocabulary and simple phrases and sentences, linking sentences with simple connectives like and , but , and because . (A2.1 Writing)can give a brief talk about familiar topics (e.g. my school and my neighborhood) supported by visual aids such as photos, pictures, and maps, using a series of simple phrases and sentences. (A2.1 Spoken production)

She is wearing a short white T-shirt and short white pants. She is heighter than me. She has long black hair and she has black eyes. She is wearing a sunglasses. She has fair skin and she speaks Japanese. She looks like elder than me but same age. She is very interesting, so I like her. Thank you.Brown - criterial features for A2Green - problems

WH~ questionsWhat is she wearing?What colour hair does she have?orWhat colour is her hair?

I am going to describe my brother. He is 9 years old. He is a fourth grader. He has been playing soccer for three years. And I have been practicing hard. He is short. He is the black short hair.He has big eyes in black.he have a tan because he has a soccer. His character is bright. And he talk a lot. He wear a short-sleeved shirt in the summer, he wear long-sleeved shirts in the winter. Because he funny, can you make me laugh all the timeBlue - Criterial features for B1

So, what can these students do?She is wearing a short white T-shirt and short white pants. She has long black hair and she has black eyes. She is wearing sunglasses. She has fair skin and she speaks Japanese. She is very interesting, so I like her. I am going to describe my brother. He is 9 years old.He is a fourth grader. He has big eyes His character is bright. And he talks a lot.

Common and easily self-corrected errors: She is heighter than me. She is wearing a sunglasses. She looks like elder than me but same age. He talk a lot. he have a tanHe wear a short-sleeved shirt in the summer.More problematic errorsHe is the black short hair. He has big eyes in black. he has a soccer. Because he funny, can you make me laugh all the time

Track 6Audio Communication SpotlightiTunes 11.1.5