Картинки на тему «From the Common European Framework of Reference to the European Language Portfolio» |
![]() I can deal with most situations likely to arise whilst travelling in |
Автор: . Чтобы познакомиться с картинкой полного размера, нажмите на её эскиз. Чтобы можно было использовать все картинки для урока английского языка, скачайте бесплатно презентацию «From the Common European Framework of Reference to the European Language Portfolio.ppt» со всеми картинками в zip-архиве размером 1140 КБ.
Сл | Текст | Сл | Текст |
1 | From the Common European Framework of | 14 | Guide for Developers, 2001 D. Little and |
Reference to the European Language | R. Perclov?, European Language Portfolio: | ||
Portfolio. David Little. | Guide for Teachers and Teacher Trainers, | ||
2 | Overview. What is the European | 2001 D. Little (ed.), The European | |
Language Portfolio? A brief history: 1991 | Language Portfolio in use: nine examples, | ||
? 2007 The challenge that the ELP poses to | 2003 D. Little and B. Simpson, The | ||
pedagogy curricula assessment The | intercultural component and learning how | ||
challenge to language education policy | to learn (language biography templates), | ||
Conclusion. Intergovernmental Policy | 2003 Data bank of descriptors for use in | ||
Forum, Council of Europe, 6?8 February | checklists, 2003. Intergovernmental Policy | ||
2007. | Forum, Council of Europe, 6?8 February | ||
3 | What is the ELP? Three obligatory | 2007. | |
components: Language passport ? Summarizes | 15 | A brief history. Today the Council of | |
the owner’s linguistic identity and | Europe’s website lists 80 validated and | ||
language learning and intercultural | accredited ELPs from 25 countries: | ||
experience; records the owner’s | Austria, Belgium, Bulgaria, Croatia, Czech | ||
self-assessment against the | Republic, France, Georgia, Germany, | ||
Self-assessment Grid in the CEFR. | Greece, Hungary, Iceland, Ireland, Italy, | ||
Intergovernmental Policy Forum, Council of | Lithuania, Netherlands, Poland, Portugal, | ||
Europe, 6?8 February 2007. | Russian Federation, Slovak Republic, | ||
4 | I can deal with most situations likely | Slovenia, Spain, Sweden, Switzerland, | |
to arise whilst travelling in an area | Turkey, United Kingdom 3 INGOs: | ||
where the language is spoken. I can enter | EAQUALS/ALTE, CercleS, European Language | ||
unprepared into conversation on topics | Council 1 consortium: Milestone Project | ||
that are familiar, of personal interest or | (Socrates-Comenius 2.1) According to | ||
pertinent to everyday life (e.g. family, | figures submitted by ELP contact persons | ||
hobbies, work, travel and current events). | in Council of Europe member states, | ||
Self-assessment grid (CEF and standard | approximately 2 million ELPs had been | ||
adult passport). Intergovernmental Policy | distributed by 2005. Intergovernmental | ||
Forum, Council of Europe, 6?8 February | Policy Forum, Council of Europe, 6?8 | ||
2007. | February 2007. | ||
5 | What is the ELP? Three obligatory | 16 | A brief history. There is a small but |
components: Language passport ? Summarizes | convincing body of empirical research to | ||
the owner’s linguistic identity and | show that the ELP can make a positive | ||
language learning and intercultural | difference to language learners and | ||
experience; records the owner’s | teachers, for example: Finland (Kohonen | ||
self-assessment against the | 2002, 2004) Czech Republic (Perclov? 2006) | ||
Self-assessment Grid in the CEFR. | Ireland (Ushioda and Ridley 2002, | ||
Intergovernmental Policy Forum, Council of | Sisamakis 2006) But a wealth of anecdotal | ||
Europe, 6?8 February 2007. | evidence suggests that there is a lot of | ||
6 | What is the ELP? Three obligatory | resistance to the ELP: 2 million ELPs may | |
components: Language passport ? Summarizes | have been distributed, but it seems that | ||
the owner’s linguistic identity and | only a small percentage are in regular use | ||
language learning and intercultural | Because the ELP (with the CEFR behind it) | ||
experience; records the owner’s | poses a challenge to pedagogy, curricula | ||
self-assessment against the | and assessment. Intergovernmental Policy | ||
Self-assessment Grid in the CEFR Language | Forum, Council of Europe, 6?8 February | ||
biography ? Provides a reflective | 2007. | ||
accompaniment to the ongoing processes of | 17 | The challenge to pedagogy. The ELP is | |
learning and using second languages and | designed to promote the development of | ||
engaging with the cultures associated with | learner autonomy It does this by | ||
them; uses “I can” checklists for goal | stimulating reflection on the content and | ||
setting and self-assessment. | process of learning and (especially) | ||
Intergovernmental Policy Forum, Council of | assigning a central role to | ||
Europe, 6?8 February 2007. | self-assessment This aspect of ELP use | ||
7 | CercleS ELP: goal-setting and | requires significant pedagogical | |
self-assessment checklists. | innovation: despite the aim of many | ||
Intergovernmental Policy Forum, Council of | national curricula to promote learner | ||
Europe, 6?8 February 2007. | independence and critical thinking, | ||
8 | What is the ELP? Three obligatory | self-assessment and other forms of | |
components: Language passport ? Summarizes | reflection are not widely practised The | ||
the owner’s linguistic identity and | challenge to pedagogy is also a challenge | ||
language learning and intercultural | to teacher education. Intergovernmental | ||
experience; records the owner’s | Policy Forum, Council of Europe, 6?8 | ||
self-assessment against the | February 2007. | ||
Self-assessment Grid in the CEFR Language | 18 | The challenge to curricula. The ELP is | |
biography ? Provides a reflective | often felt by teachers and learners to | ||
accompaniment to the ongoing processes of | demand additional effort that is not | ||
learning and using second languages and | obviously related to the curriculum This | ||
engaging with the cultures associated with | might change if curricula were expressed | ||
them; uses “I can” checklists for goal | (partly) in the CEFR’s action-oriented | ||
setting and self-assessment. | (“can do”) terms An example: Ireland’s | ||
Intergovernmental Policy Forum, Council of | approach to teaching English as a second | ||
Europe, 6?8 February 2007. | language to immigrant pupils in primary | ||
9 | What is the ELP? Three obligatory | schools: Scaled (“can do”) curriculum | |
components: Language passport ? Summarizes | (CEFR levels A1?B1) ELP mediates | ||
the owner’s linguistic identity and | curriculum to pupils via “I can” | ||
language learning and intercultural | checklists ELP and “pre-ELP” used on a | ||
experience; records the owner’s | large scale. Intergovernmental Policy | ||
self-assessment against the | Forum, Council of Europe, 6?8 February | ||
Self-assessment Grid in the CEFR Language | 2007. | ||
biography ? Provides a reflective | 19 | The challenge to assessment. The CEFR | |
accompaniment to the ongoing processes of | offers to bring curriculum, pedagogy and | ||
learning and using second languages and | assessment into closer interaction with | ||
engaging with the cultures associated with | one another than has often been the case | ||
them; uses “I can” checklists for goal | Each “can do” descriptor implies A | ||
setting and self-assessment Dossier ? | learning target Teaching/learning | ||
Collects evidence of L2 proficiency and | activities Assessment criteria The | ||
intercultural experience; supports | self-assessment checklists in the ELP can | ||
portfolio learning. Intergovernmental | serve the same three functions Do | ||
Policy Forum, Council of Europe, 6?8 | national/public examinations likewise | ||
February 2007. | reflect an action-oriented approach? | ||
10 | What is the ELP? Two functions: | Intergovernmental Policy Forum, Council of | |
Pedagogical function – The ELP is designed | Europe, 6?8 February 2007. | ||
to make the language learning process more | 20 | Language education policy. According | |
transparent to the learner and foster the | to the Principles and Guidelines, the ELP | ||
development of learner autonomy (cf. the | should support the development of | ||
Council of Europe’s commitment to | plurilingualism and pluriculturalism Every | ||
education for democratic citizenship and | model should accommodate all the | ||
lifelong learning) Reporting function – | second/foreign languages the owner knows, | ||
The ELP provides practical evidence of L2 | including those learnt outside formal | ||
proficiency and intercultural experience | education Every model should prompt the | ||
(cf. the Council of Europe’s interest in | owner to reflect on his/her developing | ||
developing a unit credit scheme in the | plurilingual and pluricultural identity In | ||
1970s). Intergovernmental Policy Forum, | this way the ELP reflects the ideal | ||
Council of Europe, 6?8 February 2007. | (necessity?) of a Europe strongly | ||
11 | What is the ELP? Key features: Values | committed to lifelong language learning. | |
all language and intercultural learning, | Intergovernmental Policy Forum, Council of | ||
whether it takes place in formal | Europe, 6?8 February 2007. | ||
educational contexts or outside them Some | 21 | Language education policy. The | |
educational traditions find this | plurilingual/pluricultural dimension of | ||
problematic Designed to promote | the ELP requires significant pedagogical | ||
plurilingualism and pluriculturalism This | innovation: it can be realized only if | ||
has posed a particular challenge to ELP | schools use the ELP to underpin the | ||
design The revised French ELP for older | teaching of all languages in some kind of | ||
adolescents and adults (5.2000 rev.2006) | interaction with one another The | ||
marks an important breakthrough. | plurilingual/pluricultural dimension also | ||
Intergovernmental Policy Forum, Council of | challenges national authorities to | ||
Europe, 6?8 February 2007. | reconsider key features of their language | ||
12 | A brief history. The R?schlikon | education policy: Which languages should | |
Symposium (1991; CoE 1992): Recommended | be offered? How many languages should the | ||
the development of a Common European | individual student learn, for how long, | ||
Framework Recommended the establishment of | and to what level(s)? Intergovernmental | ||
a working party to consider possible forms | Policy Forum, Council of Europe, 6?8 | ||
and functions of a European Language | February 2007. | ||
Portfolio Proposed that the ELP should | 22 | Conclusion. The ELP has the capacity | |
contain a section in which formal | to transform language teaching and | ||
qualifications are related to a common | learning It supports the reflective cycle | ||
European scale, another in which the | of planning, implementing and evaluating | ||
learner him/herself keeps a personal | learning It makes language learners aware | ||
record of language learning experiences, | of their evolving | ||
and possibly a third which contains | plurilingual/pluricultural identity It can | ||
examples of work done. Intergovernmental | facilitate the implementation of language | ||
Policy Forum, Council of Europe, 6?8 | education policies that assign a central | ||
February 2007. | role to plurilingualism It provides | ||
13 | A brief history. 1997: publication of | practical evidence that complements the | |
proposals for the development of ELPs for | more abstract evidence of exam grades and | ||
language learners of different ages and in | certificates. Intergovernmental Policy | ||
different domains (CoE 1997) 1998?2000: | Forum, Council of Europe, 6?8 February | ||
ELP pilot projects (Sch?rer 2000) 15 | 2007. | ||
countries 3 INGOs: ALTE/EAQUALS, CercleS, | 23 | Conclusion. The ELP is unlikely to | |
ELC About 2,000 teachers About 30,000 | become a fixture in national educational | ||
learners 1998?2000: evolution of | systems unless it is strongly promoted by | ||
Principles and Guidelines (CoE 2000; | ministries given a central role in | ||
annotated version, CoE 2004; now part of | language teacher education supported by a | ||
European Language Portfolio: Key Reference | curriculum that defines language learning | ||
Documents, CoE 2006). Intergovernmental | goals in “can do” terms complemented by | ||
Policy Forum, Council of Europe, 6?8 | examinations that are explicitly shaped by | ||
February 2007. | an action-oriented philosophy. | ||
14 | A brief history. Supports provided by | Intergovernmental Policy Forum, Council of | |
the Language Policy Division: G. Schneider | Europe, 6?8 February 2007. | ||
and P. Lenz, European Language Portfolio: | |||
From the Common European Framework of Reference to the European Language Portfolio.ppt |
«Курс обучения в Language Link» - Деловой английский. Основные программы обучения. Переводы. Профессиональные преимущества. Отзывы клиентов. Услуги. Бизнес-английский для специальных целей. Обучение за рубежом. Организационные преимущества. Методика обучения. Преимущества документооборота. Международный языковой центр Language Link.
«Женщина the woman» - « Der mann»- нем. A good wife makes a good husband. Муж - голова, жена- шея; куда хочу- туда верчу. Пословицы. A woman’s tongue wags like a lamb’s tail. Наименование молодой девушки в современном английском языке. 9 семантических подгрупп, характеризующих женщин по: Пути пополнения лексической группы «женщина» в английском языке.
«The animals» - The ANIMALS of our planet. CAMEL. WOMBAT. ELEPHANT. LION. EMU. REINDEER. GORILLA. The animals which live in the OCEAN. The animals which live in a SAVANNA. The animals which live in the polar regions. KOALA. SEA-HORSE. BEAR. The animals which live in the rainforest and tropics. SQUIRREL. HIPPO. BISON.
«The english-speaking countries» - The English-speaking countries. Australia. USA. Scotland. Great Britain. Disneyland.
«The green movement» - "Green" movement in the world. It became the first African who has headed this organization. National offices Green Peace are opened in 43 countries of the world as the independent units working over achievement of the purposes of the national projects. The main objective — to achieve the decision of global environmental problems, including by attraction to them of attention of the public and the authorities.
«Курсы английского Success English» - Бронзовый сертификат. Золотой сертификат. Взаимодействие с англоязычной культурой. Модуль первый. Деловой английский язык. Корпоративный английский. Быстрое изучение английского языка. Курсы английского языка «Success English». Взаимодействие с носителями языка. Серебряный сертификат. Модуль второй.