ข้อ 1. ใช้กรอบมาตรฐาน ความสามารถทางภาษาอังกฤษที่ เป็นสากล ได้แก่ The Common European Framework of Reference for Languages (CEFR) เป็น กรอบความคิดหลัก ในการจัดการเรียนการสอน ภาษาอังกฤษของประเทศไทย ทั้ง ในการออกแบบหลักสูตร การ พัฒนาการเรียนการสอน การทดสอบ การวัดผล การพัฒนาครู รวมถึงการ กำหนดเป้าหมายการเรียนรู้
การจัดระดับความสามารถทางภาษา ตามกรอบ CEFR กลุ่ม ระดับ ABC ชื่อ กลุ่ม Basic User ผู้ใช้ภาษาขั้น พื้นฐาน Independent User ผู้ใช้ภาษาขั้น อิสระ Proficient User ผู้ใช้ภาษาขั้น คล่องแคล่ว ระดับ A1A2B1B2C1C2 ชื่อ ระดับ Breakthro ugh or beginner Waysta ge or element ary Threshol d or intermed iate Vantage or upper interme diate Effective Operatio nal Proficien cy or advanced Master y or proficie ncy
Level group Level group name level Level name description ABasic User A1 Breakt hrough or Begin ner - Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of a concrete type. - Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. - Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
Level group Level group name level Level name description ABasic User A2Waystage Or Eelementary - Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment) - Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. - Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. Independent User B1
Independent User B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field ofspecialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and Independent disadvantages of various options.
Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well- structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices Proficient User C 1
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. Proficient User C 2
Communication themes 1. personal identification 2. house and home, environment 3. daily life 4. free time, entertainment 5. travel 6. relations with other people 7. health and body care 8. education 9. shopping 10. food and drink 11. services 12. places 13. language 14. weather
In each of these thematic areas, subcategories are established. For example, area 4, ‘free time and entertainment’, is subcategorised in the following way 4.1 leisure 4.2 hobbies and interests 4.3 radio and TV 4.4 cinema, theatre, concert, etc. 4.5 exhibitions, museums, etc. 4.6 intellectual and artistic pursuits 4.7 sports 4.8 press
How do we know? Some self- assessment checklists
Listening I can understand what is said clearly, slowly and directly to me in simple everyday conversation; it is possible to make me understand, if the speaker can take the trouble. I can generally identify the topic of discussion around me when people speak slowly and clearly. I can recognise phrases, words and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment). I can catch the main point in short, clear, simple messages and announcements. I can understand the essential information in short recorded passages dealing with predictable everyday matters which are spoken slowly and clearly I can identify the main point of TV news items reporting events, accidents, etc, when the visual supports the commentary.
Listening I can follow clearly articulated speech directed at me in everyday conversation, though I sometimes have to ask for repetition of particular words and phrases. I can generally follow the main points of extended discussion around me, provided speech is clearly articulated in standard dialect. I can listen to a short narrative and form hypotheses about what will happen next. I can understand the main points of radio news bulletins and simpler recorded material on topics of personal interest delivered relatively slowly and clearly. I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can understand simple technical information, such as operating instructions for everyday equipment.
- Act in compliance with the orders, requests and instructions that they have heard and read; accurately read aloud sentences, texts, tales and short verses by observing the principles of reading; choose/specify the sentences and text corresponding to the meanings of symbols or signs read; tell the main idea and answer questions after listening to and reading dialogues, simple tales and stories - Speak/write in an exchange in interpersonal communication; use orders and requests and give instructions; speak/write to express needs; ask for help; accept and refuse to give help in simple situations; speak and write to ask for and give data about themselves, friends, families and matters around them; speak/write to express their feelings about various matters and activities around them, as well as provide brief justifications
หลักสูตร สาระ ภาษาอังก ฤษ - Speak/write to give data about themselves, friends and the surrounding environment; draw pictures, plans, charts and tables to show the various data that they have heard and read; speak/write to show opinions about various matters around them - Use words, tone of voice, gestures and manners politely and appropriately by observing social manners and culture of native speakers; give data about the festivals/important days/celebrations/lifestyles of native speakers; participate in language and cultural activities in accordance with their interests
Word index for Breakthrough Language functions discourse 6. 1.imparting and seeking factual information 2.expressing and eliciting attitudes 3.getting things done (suasion) 4.socialising 5.structuring discourse 6.communication repair
2.7.1 expressing wants, desires (something) I’d like +NP, please (to do something) I’d like to + Vpinf., please (asking for something) Can I have + NP, please? (asking to do something 2.7.2 enquiring about wants, desires You would like (to do) something? (to have something) NP? (to do something) You, he, she, they would like to +Vpinf.? d Volitional
A.4. Free time, entertainment Learners CAN say when they are free and what they do in their spare time. They can elicit and understand information on these topics from other people A.4.1 leisure to be free (plus time reference, see Chapter 4, section 3) (to go on) holiday (see also Chapter 5, section B.2) to go out A 4.2 play and games to play toy doll draw(ing) paint(ing) game names of games (e.g. ludo, snap, poker) names of playground equipment (e.g. swing, slide, see-saw)
A.4.4 entertainment, media radio hi-fi to listen (to) television, TV video to watch programme news quiz film music 4.2 play and games to play toy doll draw(ing) paint(ing) game names of games (e.g. ludo, snap, poker) names of playground equipment (e.g. swing, slide, see-saw)