This blog is designed to give further information about the Free French Workshops that will take place in Donald Hope Library in Colliers Wood, South West London, UK, between March and July 2011.
Booking is recommended as spaces are limited. For more information and booking - Please speak to a member of Donald Hope Library staff, phone the Library 020 8274 5799 or email Corinne on frenchtuitionsw19@gmail.com
TF1 France 2 France 3 Canal Plus Payment channel /Recent films Arte Franco-German channel –Very interesting programs M6 Music TV 5A French-language TV channel (Swiss, Belgian, Canadian, French programmes)
The Common European Framework of Reference for Languages
The Council of Europe created the Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, as a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. Its main aim is to provide a method of assessing and teaching which applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's language proficiency. are, arguably, easier for them, and their students, to remember.The Common European Framework divides learners into three broad divisions which can be divided into six levels:
A Basic Speaker
A1 Breakthrough
A2 Waystage
B Independent Speaker
B1 Threshold
B2 Vantage
C Proficient Speaker
C1 Effective Operational Proficiency
C2 Mastery
The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.
level
description
A1
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.
A2
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.
B1
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 & ambitions and briefly give reasons and explanations for opinions and plans.
B2
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. 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.
C1
Can 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.
C2
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 the most complex situations.
