3ข้อ 1. ใช้กรอบมาตรฐานความสามารถทางภาษาอังกฤษที่เป็นสากล ได้แก่ The Common European Framework of Reference for Languages (CEFR) เป็น กรอบความคิดหลักในการจัดการเรียนการสอนภาษาอังกฤษของประเทศไทย ทั้งในการออกแบบหลักสูตร การพัฒนาการเรียนการสอน การทดสอบ การวัดผล การพัฒนาครู รวมถึงการกำหนดเป้าหมายการเรียนรู้3
5การจัดระดับความสามารถทางภาษาตามกรอบ CEFR กลุ่มระดับABCชื่อกลุ่มBasic Userผู้ใช้ภาษาขั้นพื้นฐานIndependent Userผู้ใช้ภาษาขั้นอิสระProficient Userผู้ใช้ภาษาขั้นคล่องแคล่วระดับA1A2B1B2C1C2ชื่อระดับBreakthrough or beginnerWaystage or elementaryThreshold or intermediateVantage or upper intermediateEffective Operational Proficiency or advancedMastery or proficiency5
10A Basic User A1 Breakt hrough or Begin ner 1010 Level group Level group namelevelnamedescriptionABasic UserA1Breakt hroughor 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.
111111 Level group Level group name level name description A Basic User WaystageOrEelementaryCan 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.
12Can 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 UserB1
13Independent UserB2Can 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.
14Proficient UserC 1Can 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
15Proficient UserC 2Can 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.
20Communication themes 1. personal identification 2. house and home, environment3. daily life4. free time, entertainment5. travel6. relations with other people7. health and body care8. education9. shopping10. food and drink11. services12. places13. language14. weather
21In each of these thematic areas, subcategories are established In each of these thematic areas, subcategories are established. For example, area 4, ‘free time and entertainment’, is subcategorised in the following way4.1 leisure4.2 hobbies and interests4.3 radio and TV4.4 cinema, theatre, concert, etc.4.5 exhibitions, museums, etc.4.6 intellectual and artistic pursuits4.7 sports4.8 press
22Some self- assessment checklists How do we know?Some self- assessment checklists22
26ListeningI 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 clearlyI can identify the main point of TV news items reporting events, accidents, etc, when the visual supports the commentary.
28ListeningI 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.
29- 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
30หลักสูตรสาระภาษาอังกฤษ - 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 interestsหลักสูตรสาระภาษาอังกฤษ
31Word index for Breakthrough Language functionsdiscourse6.1.imparting and seeking factual information2.expressing and eliciting attitudes3.getting things done (suasion)4.socialising5.structuring discourse6.communication repair
32Volitional 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 somethingenquiring about wants, desiresYou would like (to do) something?(to have something)NP?You, he, she, they would like to +Vpinf .?
33A.4. Free time, entertainment Learners CAN say when they are free and what they do in their spare time. They can elicit andunderstand information on these topics from other peopleA.4.1 leisureto be free (plus time reference, see Chapter 4, section 3)(to go on) holiday (see also Chapter 5, section B.2)to go out A4.2 play and gamesto playtoydolldraw(ing)paint(ing)gamenames of games(e.g. ludo, snap, poker)names of playground equipment(e.g. swing, slide, see-saw)
344.2 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, mediaradiohi-fito listen (to)television, TVvideoto watchprogrammenewsquizfilmmusic
35At Grade 10 PISA PROGRAM FOR INTERNATIONAL STUDENT ASSESSMENT 70 countries – ISB students outperform the top performing nations.Types of assessment1 Achievement assessment - Proficiency assessment2 Norm-referencing (NR) - Criterion-referencing (CR)3 Mastery learning CR - Continuum CR4 Continuous assessment - Fixed assessment points5 Formative assessment -Summative assessment6 Direct assessment -Indirect assessment7 Performance assessment - Knowledge assessment8 Subjective assessment -Objective assessment9 Checklist rating - - Performance rating10 Impression -Guided judgement11 Holistic assessment -Analytic assessment12 Series assessment - Category assessment13 Assessment by others - Self-assessment