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!

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...