Interview - Primary Flashcards
Which first three levels of achievement are relevant for L2 education at primary level?
A 1 Breakthrough
A 2 Waystage
B 1 Threshold
Which objectives does the primary cycle of the European Schools have?
teaching pupils’ acquisition of literacy skills
providing formal, subject based education
encouraging students’ personal development in a wider social and cultural context.
Into which parts are learning objectives divided into?
- Learning objectives in language activities involving ‘listening and understanding’, ‘spoken interaction’ and ‘spoken production’, ‘reading for understanding’ and writing
- Learning objectives to develop linguistic competences
- Learning objectives to develop dynamic competences: including
communicative, intercultural, social and strategic competences. - Learning objectives in cultural and literary domains
Describe A1 level (LISTENING and UNDERSTANDING; SPOKEN INTERACTION; SPOKEN PRODUCTION; READING FOR UNDERSTANDING; WRITING)
LISTENING and UNDERSTANDING: Can follow speech which is very slow and carefully articulated, with long pauses for the pupils to assimilate meaning. Pupils can understand a few familiar words and phrases, (e.g. descriptions, instructions).
Pupils can understand very basic phrases concerning themselves and their families and immediate environment.
SPOKEN INTERACTION: Pupils can interact in a simple manner. Pupils can ask and answer simple questions. Pupils can initiate and respond to simple statements on familiar topics and everyday life. Pupils can express preferences.
SPOKEN PRODUCTION: Pupils can use simple phrases and sentences to describe and explain about familiar people and places; to produce lists. Pupils can recite simple poems, sing songs and perform set drama pieces.
READING for UNDERSTANDING: Pupils can understand familiar names, words and very simple sentences. Pupils can recognize and read out familiar words in simple texts. The pupils can understand familiar written phrases. (e.g. labels and instructions). Pupils can understand simple passages (e.g. postcards, e-mails)
WRITING: Pupils can write simple words, phrases and, with support, short sentences. Pupils can correctly copy short sentences. Pupils can fill in forms. Pupils can make attempts at emergent writing. Pupils can write two or three coherent sentences with support.
Describe A2 level (LISTENING and UNDERSTANDING; SPOKEN INTERACTION; SPOKEN PRODUCTION; READING FOR UNDERSTANDING; WRITING)
LISTENING and UNDERSTANDING:Pupils can understand phrases and high frequency words relating to basic personal and everyday matters.
Pupils can understand the main points in short, clear, simple messages and announcements.
• Pupils can understand a larger vocabulary in familiar situations.
• Pupils are moving from understanding shorter to longer spoken passages in authentic situations.
SPOKEN INTERACTION: Pupils can communicate in simple and routine tasks requiring a simple and direct exchange of information.
Pupils can handle very short social exchanges.
• Pupils can ask and respond to questions.
• Pupils can seek and impart information.
• Pupils can express preferences and give reasons.
SPOKEN PRODUCTION:Pupils can give a prepared talk of increasing length
• to give a simple presentation on familiar topics with increasing fluency.
• to recount the main points of a story. Pupils can recite poems, sing songs and perform set drama pieces with increasing complexity
READING FOR UNDERSTANDING:Pupils can independently understand and read short, simple texts.
Pupils can find information in longer texts.
• Pupils can choose from a range of texts.
• Pupils can understand the gist and the key points in a longer text.
• Pupils can use dictionaries and internet reference
WRITING:Pupils can independently write short, simple texts using different sources of reference.
Pupils can write a series of simple phrases and compound sentences linked with simple connectors like ‘and’, ‘but’ and “because’.
• Pupils can write a variety of texts following a model.
• Pupils can write and re-draft a range of texts with the help of dictionaries, flashcards, etc.
• Pupils are engaged in unaided writing of texts.
Describe B1 level (LISTENING and UNDERSTANDING; SPOKEN INTERACTION; SPOKEN PRODUCTION; READING FOR UNDERSTANDING; WRITING)
LISTENING and UNDERSTANDING: Pupils can understand straightforward factual information and identify general messages and specific details, provided speech is clearly articulated.
Pupils can understand the main points of clear standard speech on familiar matters regularly encountered in everyday life including short narratives.
• Pupils can understand unfamiliar and technical
language.
• Pupils can understand the gist of a range of authentic passages and comprehend attitudes and emotions and draw inferences
SPOKEN INTERACTION: Pupils can handle everyday situations independently.
Pupils can express and debate their ideas on abstract and cultural topics using more formal language.
• Pupils can enter unprepared into and follow through with conversation.
• Pupils can exchange, check and confirm pertinent information with
confidence.
• Pupils can express emotions and imagination and engage with others’ ideas.
• Pupils are prepared to handle interview situations..
• Pupils can deal with challenging situations
SPOKEN PRODUCTION:Pupils can give an elaborated talk of increasing length in formal and informal situations showing the ability
• to present, to narrate, to explain and to summarise.
• to express creative ideas, dreams, hopes and ambitions
Pupils can narrate and recite poems, sing songs and perform drama pieces with increasing complexity.
READING FOR UNDERSTANDING: Pupils can read and understand a wide range of texts in a variety of formats.
Pupils can identify and extract information.
• Pupils can understand longer passages.
• Pupils can recognise within in texts people’s attitudes, emotions, points of view, etc.
• Pupils can find information on a specific topic in a range of texts.
• Pupils can identify the key messages in elaborated authentic texts
WRITING:Pupils can write a range of texts in a variety of genres.
• Pupils can communicate ideas accurately and in an appropriate style to match purpose and reader.
• They can choose the appropriate form of writing for a particular task, organising and re-drafting content and ideas to produce a coherently and largely accurate piece of writing.
What are the learning objectives for level A1? (GENERAL LINGUISTIC RANGE, VOCABULARY RANGE & CONTROL, GRAMMATICAL CONTROL, PHONOLOGICAL CONTROL, ORTHOGRAPHIC CONTROL, DISCOURSE COMPETENCE: FLEXIBILITY, DISCOURSE COMPETENCE: COHERENCE & COHESION)
GENERAL LINGUISTIC RANGE: Pupils have a very basic range of simple expressions about personal details and needs of a concrete type.
VOCABULARY RANGE & CONTROL:Pupils have a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.
GRAMMATICAL CONTROL:Pupils show only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.
PHONOLOGICAL CONTROL:Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.
ORTHOGRAPHIC CONTROL: Pupils can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly.
They can spell their addresses, nationalities and other personal details.
DISCOURSE COMPETENCE: FLEXIBILITY: none
DISCOURSE COMPETENCE: COHERENCE & COHESION:They can link words or
groups of words with
very basic linear
connectors like ‘and’
or ‘then’.
What are the learning objectives for level A2? (GENERAL LINGUISTIC RANGE, VOCABULARY RANGE & CONTROL, GRAMMATICAL CONTROL, PHONOLOGICAL CONTROL, ORTHOGRAPHIC CONTROL, DISCOURSE COMPETENCE: FLEXIBILITY, DISCOURSE COMPETENCE: COHERENCE & COHESION)
GENERAL LINGUISTIC RANGE: Pupils can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. They can use basic sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc.
They have a limited repertoire of short memorised phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations.
They have a repertoire of basic language which enables them to deal with everyday situations with predictable content, though they will generally have to compromise the message and search for words.
VOCABULARY RANGE & CONTROL: Pupils have a sufficient vocabulary for the expression of basic communicative needs. They have a sufficient vocabulary for coping with simple survival needs.
They have a sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics.
They can control a narrow repertoire dealing with concrete everyday needs
GRAMMATICAL CONTROL: Pupils use some simple structures correctly, but still systematically makes basic mistakes – for example tend to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what they are trying to say.
PHONOLOGICAL CONTROL: Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time.
ORTHOGRAPHIC CONTROL: Pupils can copy short sentences on everyday subjects – e.g. directions how to get somewhere. write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in their oral vocabulary
DISCOURSE COMPETENCE: FLEXIBILITY: Pupils can expand learned phrases through simple recombinations of their elements.
They can adapt well rehearsed memorised simple phrases to particular circumstances through limited lexical substitution.
They can ask for attention.
They can use simple techniques to start, maintain, or end a short conversation. They can initiate, maintain and close simple, face-to-face conversation.
They can tell a story or describe something in a simple list of points.
DISCOURSE COMPETENCE: COHERENCE & COHESION: Pupils can link sentences with simple connectors like ‘and’, ‘but’ and “because’.
What are the learning objectives for level B1? (GENERAL LINGUISTIC RANGE, VOCABULARY RANGE & CONTROL, GRAMMATICAL CONTROL, PHONOLOGICAL CONTROL, ORTHOGRAPHIC CONTROL, DISCOURSE COMPETENCE: FLEXIBILITY, DISCOURSE COMPETENCE: COHERENCE & COHESION)
GENERAL LINGUISTIC RANGE: Pupils have enough language to get by, with sufficient vocabulary to express themselves with some hesitation and circumlocutions on topics such as family, hobbies and interests, school, travel, and current events, but lexical limitations cause repetition and even difficulty with formulation at times.
They have a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and films.
VOCABULARY RANGE & CONTROL: Pupils have a sufficient vocabulary to express themselves with some circumlocutions on most topics pertinent to their everyday life such as family, hobbies and interests, school, travel, and current events.
They show good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations
GRAMMATICAL CONTROL:Pupils use reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations.
They communicate with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. Errors occur, but it is clear what they are trying to express.
PHONOLOGICAL CONTROL: Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur
ORTHOGRAPHIC CONTROL:Pupils can produce continuous writing which is generally intelligible throughout.
Spelling, punctuation and layout are accurate enough to be followed most of the time.
DISCOURSE COMPETENCE: FLEXIBILITY: Pupils can exploit a wide range of simple language flexibly to express much of what they want..
They can adapt their expression to deal with less routine, even difficult, situations.
They can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest.
They can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor.
DISCOURSE COMPETENCE: COHERENCE & COHESION: Pupils can link a series of shorter, discrete simple elements into a connected, linear sequence of points.
Describe the dynamic competence of knowledge in terms of: communicative competence, intercultural competence, social competence and strategic competence.
Communicative competence: Pupils learn how to − use language − actively take part in the communication process − present their own ideas − use language appropriately in a situation − detect different linguistic structures of languages
-distinguish and treat different kinds of texts, illustrated or not, as different media supports (narrative text, functional text, literature in prosaic or poetic form)
-treat non linear text forms like schemes, tables, explanations accompanying illustrations − pay attention to verbal and nonverbal signs of interlocutors − additional use of non-verbal communication
− use of digital communication (email, SMS, …)
etc
Intercultural competence: Pupils − constitute essentials from the culture of the partner’s own country − compare their own culture with the culture of other countries
- develop an emotional relationship with the newly discovered language, its idioms, intonation, rhythm
- have access to literature in the language to acquire in it’s original form
- appreciate this immediate access to specific linguistic forms and expressions which cannot be translated and merely reflect thinking in specific patterns.
Social competence: Pupils learn how to − work in a team − distribute and take on tasks
- take over responsibilities within a team − present the results of teamwork
Strategic competence: Pupils learn how to − apply different strategies to solve problems
- ask questions if they do not
understand something, - ask if they have misunderstood something - ask for repetition or slower speaking , - ask for explanations, - use paraphrases - respond to language problems
(verbally and non verbally) − try learning tips on language
and reflect upon them
Describe the dynamic competence of Mindset and attitudes - affective factors of personality development in terms of: communicative competence, intercultural competence, social competence and strategic competence.
Communicative competence:Pupils − strengthen and develop personal qualities such as confidence, courage, patience, curiosity and esteem − develop a positive attitude towards learning other languages − recognize the equality of all languages − esteem plurality in a global society
-…
Intercultural competence:Pupils − value multilingualism in an
inter cultural context − tolerate cultural differences and
handle them in an empathetic manner − consider differences as equal − accept and appreciate other
forms of life and culture − find other forms of life and culture
as personality-
enriching
- ….
Social competence:Pupils − support each other − considerate of the feelings of others − capture needs and desires of others − make contacts internationally and maintain them
− …
Strategic competence: Pupils − make preparations for new things
− build strategies to help others − tolerate other opinions − develop their own positions and support them
− develop readiness for active shaping − know and articulate their own desires − develop a personal expression − reflect individual learning
Describe the dynamic competence of interpersonal skills in terms of: communicative competence, intercultural competence, social competence and strategic competence.
Communicative competence:Pupils − understand basic areas of a foreign language − express themselves in a simple form in a foreign language − communicate address based with different people in different ways.
…
Intercultural competence: Pupils − find their way in different
cultural situations − develop sensitivity towards
intercultural
misunderstandings − acknowledge other points
of view − challenge cultural stereotypes and prejudices
-…
Social competence:Pupils − increasingly dominate the own
emotions − accept others as equal
partners − connect honestly with
themselves and others − identify conflicts and handle
adequately with them
− keep to agreed rules − express criticism without
hurting others − build on friendships
Strategic competence: Pupils − edit joint projects − work to implement projects − bring their own opinions to a group
-…
What are the six content areas in which the language learning programme is carried out?
CONTENT AREA 1: The pupils, their families and their friends
CONTENT AREA 2: The pupils and their school
CONTENT AREA 3: The pupils and their free-time (spare-time activities)
CONTENT AREA 4: The pupils and their well-being
CONTENT AREA 5: The pupils and the world of fantasy
CONTENT AREA 6: The pupils and the world around them
Describe how the assessment should be.
The assessment should be mainly formative. It is based on classroom instruction and everyday tasks. By means of teacher observation, tests and self-assessment the pupils acquire an awareness of their level and their progress throughout the course. Assessment is an ongoing process being an integral part of the individual learning continuum reflecting the different competences at different levels described in the CEFRL. The main purpose is to show and document the pupil’s progress.
Describe the student support and the steps of support in the European Schools
Respecting the diversity of children is one of the key elements of the European Schools. This means special support for children whose development, growth and learning have been affected by illness, disability, reduced functional ability, psychological problems or exceptional talent. School has a crucial role in timely recognition of learning difficulties. In this context, it is important to work closely with the parents to identify the strengths and weaknesses of the child, to plan measures and actions needed to be taken. Steps of support : • Differentiated teaching and learning within the class • Teaching and learning in small groups simultaneously in the class • Teaching and learning out of the class in small groups or individually The shape held for the L II curriculum allows by the flexibility that it offers, a real consideration of the needs of the child by suggesting him(her) working on his(her) level in the same theme as the other children of the class. The optimization of the situations of learning is a control lever to reduce potential difficulties. Whenever usual forms of support are not sufficient, additional learning support must be arranged based on an individual educational plan. If necessary a Special Educational Needs convention is prepared to enroll the child into special-needs education. The L II teacher participates in the dialogue necessary for a global follow-up of the development of the child. The multilingual background of the children presents special challenges to their linguistic development. Some of them can suffer from communication difficulties. Easy communication is fundamental to all of human interactions. Communication difficulties can have a negative impact on the child’s self-esteem. Early identification and remediation of communication problems are essential.
