HAVE FUN WITH ENGLISH C1

Most language teachers and students know that the Common European Framework of Reference has mapped languages to different levels. Wherever we are in the globe, standard levels have been set so that language learning is based on what speakers can do at each particular stage. That is, we know exactly what each learner can do at each specific level, no matter what language they might be learning. How about that? At school this year, my students are meant to be able to accomplish a wide variety of complex tasks effectively as they are already facing the advanced level. However, how effective do they think they might be? Have they joined the right course? As C1 is divided into two different stages, what can they do at each one of them?  As it is customary at this time of the year, I have just come up with a quick test to find out whether they have enrolled in the right course. Off to a running start! Let us see how it goes!

As most language learners and teachers know, all our languages are mapped to CEFR ( Common European Framework of Reference for Languages ) levels, which means that wherever we are in the world, we have standard levels in common for learning a new language.  CEFR levels are based on CAN-DOs that describe what speakers can do at a particular stage of their learning process. So, we know exactly what we can undertake at each specific level, whichever language we might be learning. Isn't that cool?  At C1 , you are supposed to be able to accomplish a wide variety of complex tasks effectively. Yet, how effective do you think you are? Have you enrolled in the right course? What exactly can you do at this stage of your learning? Let's find out! 

Our last class on unit 1 was partly devoted to revising some of the work collocations we had been working with. I tried to give it a nice atmosphere by adding a new tool: Mentimeter . Students worked in groups to come up with employment expressions after watching a video on how to ace a job interview. I hope they have enjoyed the lesson as much as I did. And this is how I prove it: Work and Employment vocabulary de Paula Gómez

Part of this week´s classes have been devoted to try and figure out how to succeed in the C1 oral test students are about to take.  Certification Exams in Galicia are held at EOIs every June and EOI teachers assess candidates according to the standards given by the Xunta de Galicia . So, what are the main goals of these standards? How can students acknowledge what they are expected to do? Analysing the grid EOI schools use to assess their oral exam and discussing the pros and cons of a monologue performance in class have both been really inspiring activities. Here is what my students came up with after discussing the statements in the oral assessment grid in groups: With these ideas on the board, students assessed each other's performances and got very stirring feedback from their peers! Most important of all, they have learned how to enhance their speeches avoiding sloppy language:

Hi guys! I'm really excited to present you with the first "exam-like" task my C1 students have been working on. As you all know from previous entries, they have been working hard. The process has been tedious and quite slow but it was really worth it. Having written a draft version first, they shared it on google drive for me to check and correct.Now you can all have a look at the result below. Isn't it great? My students can definitely write a formal letter of application!!

The Council of Europe has written a document called CEFR, an abbreviation of "Common European Framework of Reference for Languages: Learning, Teaching and Assessment ". It  was created as a framework to describe abilities in any language. These abilities would range from knowing just some words to using the language almost perfectly. In this sense, the descriptors specify the progressive mastery that students make of each linguistic skill. Even though these specifications set out in the document might seem excessively broad, they have been translated into some 40 languages and are the common reference levels most teachers and linguistic experts use to design their syllabuses and examinations. Rather than use number of hours, modules or qualifications, the Common European descriptors tell us what learners can actually do with the language. To make it easier for my C1.2 students to understand what they can do in reading, listening, speaking and writing at this stage, w...