Page 72 - LanGuide Project: Research and Professional Insights
P. 72
ia Načinović Prskalo, Vanja Slavuj, and Marija Brkić Bakarić
Table 3.3 Extract from the List of Can-Do Statements for Teachers: Cross-Skill
Overview
Reading • Can understand short, simple texts of a concrete type containing mainly
high-frequency vocabulary.
• Can understand basic, routine letters (queries, memos, confirmations).
• Can find specific, predictable information in simple, everyday materials
(timetables, website news, prospectuses, reference lists, notifications, etc.)
and isolate them.
• Can identify specific information in simple informational texts (brochures,
letters, shorter articles), especially if provided visual support.
• Can understand short, simple instructions related to his/her work.
• Can recognize grammatical forms in the text appropriate for the level and
use them to construct general or specific meaning.
Listening • Can understand phrases and expressions in clearly articulated, slow speech
enough to meet the needs of a concrete type.
• Can identify the main topic of a conversation between native speakers.
• Can understand and pinpoint the most relevant information from short,
recorded texts on familiar, everyday topics.
• Can recognize grammatical forms in a listening text appropriate for the
level and use them to construct general or specific meaning.
Writing • Can connect simple phrases and sentences and organise them into a mean-
ingful whole using simple connectors.
• Can recognise a topic sentence and a conclusion sentence in short, descrip-
tive essays.
• Can use basic punctuation rules in short texts.
• Can use basic quotations (X says/According to X) and reporting signals
without citations.
• Can show limited control over a small repertoire of grammatical struc-
tures and sentence patterns and edit writing for mistakes given the level-
appropriate grammar.
Continued on the following page
or text-types on which the activities are performed, and which feature in
the materials prepared within the LanGuide project. The formulation of
the can-do statements closely follows the approach taken by the c e f r
(Council of Europe, 2001). In Table 3.3, examples of can-do statements for
teachers are given, focusing on all four language skills in e ap at the basic
level of proficiency.
Can-do statements across the three targeted groups of learners, namely
teachers, students, and administrative staff, generally do not differ signif-
icantly, except in details regarding the specifics of their profession. The
latter primarily include (job-related) activities they are required to under-
take on daily basis as well as the contexts in which these activities are car-
72
Table 3.3 Extract from the List of Can-Do Statements for Teachers: Cross-Skill
Overview
Reading • Can understand short, simple texts of a concrete type containing mainly
high-frequency vocabulary.
• Can understand basic, routine letters (queries, memos, confirmations).
• Can find specific, predictable information in simple, everyday materials
(timetables, website news, prospectuses, reference lists, notifications, etc.)
and isolate them.
• Can identify specific information in simple informational texts (brochures,
letters, shorter articles), especially if provided visual support.
• Can understand short, simple instructions related to his/her work.
• Can recognize grammatical forms in the text appropriate for the level and
use them to construct general or specific meaning.
Listening • Can understand phrases and expressions in clearly articulated, slow speech
enough to meet the needs of a concrete type.
• Can identify the main topic of a conversation between native speakers.
• Can understand and pinpoint the most relevant information from short,
recorded texts on familiar, everyday topics.
• Can recognize grammatical forms in a listening text appropriate for the
level and use them to construct general or specific meaning.
Writing • Can connect simple phrases and sentences and organise them into a mean-
ingful whole using simple connectors.
• Can recognise a topic sentence and a conclusion sentence in short, descrip-
tive essays.
• Can use basic punctuation rules in short texts.
• Can use basic quotations (X says/According to X) and reporting signals
without citations.
• Can show limited control over a small repertoire of grammatical struc-
tures and sentence patterns and edit writing for mistakes given the level-
appropriate grammar.
Continued on the following page
or text-types on which the activities are performed, and which feature in
the materials prepared within the LanGuide project. The formulation of
the can-do statements closely follows the approach taken by the c e f r
(Council of Europe, 2001). In Table 3.3, examples of can-do statements for
teachers are given, focusing on all four language skills in e ap at the basic
level of proficiency.
Can-do statements across the three targeted groups of learners, namely
teachers, students, and administrative staff, generally do not differ signif-
icantly, except in details regarding the specifics of their profession. The
latter primarily include (job-related) activities they are required to under-
take on daily basis as well as the contexts in which these activities are car-
72
