EU 1: HERSTORY
Listening
The roles of women in history / B1 Overall listening comprehension (can understand straightforward factual information […] identifying both general messages and specific detail […]) p.66* / Identifying cues and inferring (can identify unfamiliar words from the context on topics related to his/her field and interests. […]) p.72 / * Page numbers refer to the online version of the “Common European Framework of Reference for Languages” at www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdfTwo Poems
A modern version of “Little Red Riding Hood” / B2 Listening as a member of a live audience (can follow the essentials of […] talks […] which are propositionally and linguistically complex) p.67 / Identifying cues and inferring (can use a variety of strategies to achieve comprehension, including listening for main points […]) p.72
Mastering: Would the world be a better place if women ran it? / B2 Listening as a member of a live audience (can follow the essentials of […] talks […] which are propositionally and linguistically complex) p.67 / Identifying cues and inferring (can use a variety of strategies to achieve comprehension, including listening for main points […]) p.72
Speaking
Talk about the topic “The best man
for a job is…” / B1 Informal discussion (with friends) (can express his/her thoughts about […] cultural topics […] can explain why something is a problem […]) p.77 / Taking the floor (can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest) p.86 / Vocabulary range (has a sufficient vocabulary to express himself/herself […]) p.112
Asking for clarification (can ask someone to clarify or elaborate what they have just said) p.87 / Vocabulary control (shows good control of elementary vocabulary […]) p.112
Compensating (can define the features of something concrete for which he/she can´t remember the word […]) p.64 / Phonological control (pronunciation is clearly intelligible […]) p.117
Monitoring and repair (can correct mix-ups with tenses or expressions […]) p.65 / Grammatical accuracy (communicates with reasonable accuracy […]) p.114
Co-operating (can exploit a basic repertoire of language and strategies to help keep a conversation or discussion going […]) p.86 / Flexibility (can exploit a wide range of simple language flexibility […]) p.124
Turn-taking (can initiate, maintain and close simple face-to-face conversation […]) p.124
Coherence and cohesion (can link a series of […] elements into a connected, linear sequence of points) p.125
Spoken fluency (can express himself/herself with relative ease […]) p.129
Propositional precision (can explain the main points in an idea […] with reasonable precision) p.125
Language for discussion: Giving your reasons / B1 Informal discussion (with friends) (can express his/her thoughts about […] cultural topics […] can explain why something is a problem […]) p.77 / Taking the floor (can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest) p.86 / Vocabulary range (has a sufficient vocabulary to express himself/herself […]) p.112
Co-operating (can exploit a basic repertoire of language and strategies to help keep a conversation going […]) p.86 / Vocabulary control (shows good control of elementary vocabulary […]) p.112
Asking for clarification (can ask someone to clarify or elaborate what they have just said) p.87 / Grammatical accuracy (communicates with reasonable accuracy […]) p.114
Compensating (can define the features of something concrete for which he/she can´t remember the word […]) p.64 / Phonological control (pronunciation is clearly intelligible […]) p.117
Monitoring and repair (can correct mix-ups with tenses or expressions […]) p.65 / Flexibility (can exploit a wide range of simple language flexibility […]) p.124
Turn-taking (can initiate, maintain and close simple face-to-face conversation […]) p.124
Coherence and cohesion (can link a series of […] elements into a connected, linear sequence of points) p.125
Spoken fluency (can express himself/herself with relative ease […]) p.129
Propositional precision (can explain the main points in an idea […] with reasonable precision) p.125
Mastering: Individual long turn (Places to live) / B2 Sustained monologue (can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options) p.59 / Planning (can plan what is to be said and the means to say it, considering the effect on the recipient/s) p.64 / Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics […]) p.112
Compensating (can use circumlocution and paraphrase to cover gaps in vocabulary and structure) p.64 / Vocabulary control (lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication) p.112
Monitoring and repair (can correct slips and errors if he/she becomes conscious of them or if they have led to misunderstandings […]) p.65 / Grammatical accuracy (shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding) p.114
Phonological control (has acquired a clear, natural pronunciation […]) p.117
Flexibility ( […] can vary formulation of what he/she wants to say) p.124
Thematic development (can develop a clear description […] expanding his/her main points with relevant supporting detail […]) p.125
Coherence and cohesion (can use a limited number of cohesive devices to link his/her utterances into a connected […] sequence of points) p.125
Spoken fluency (can produce stretches of language with a fairly even tempo […]) p.129
Propositional precision (can pass on detailed information reliably) p.129
Mastering: Paired activity (Summer break party) / B2 Informal discussion (with friends) (can account for and sustain his/her opinions […] by providing relevant explanations, arguments […]) p.77 / Compensating (can use circumlocution and paraphrase to cover gaps in vocabulary and structure) p.64 / Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics […]) p.112
Monitoring and repair (can correct slips and errors if he/she becomes conscious of them or if they have led to misunderstandings […]) p.65 / Vocabulary control (lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication) p.112
Taking the floor (can initiate, maintain and end discourse appropriately […]) p.86 / Grammatical accuracy (shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding) p.114
Co-operating (can help the discussion along on familiar ground […]) p.86
Asking for clarification (can ask follow-up questions […]) p.87 / Phonological control (has acquired a clear, natural pronunciation […]) p.117
Flexibility ( […] can vary formulations of what he/she wants to say) p.124
Turn-taking (can initiate, maintain and end discourse appropriately […]) p.124
Coherence and cohesion (can use a limited number of cohesive devices to link his/her utterances into a connected […] sequence of points) p.125
Spoken fluency (can produce stretches of language with a fairly even tempo […]) p.129
Propositional precision (can pass on detailed information reliably) p.129
Reading
Famous females / B1 Reading for orientation (can scan longer texts in order to locate desired information […]) p.70 / Identifying cues and inferring (can identify unfamiliar words from the context on topics related to his/her field and interests. […]) p.72
“Men are from Mars, women are from Venus” / B1 Reading for orientation (can find and understand relevant information […]) p.70 / Identifying cues and inferring (can identify unfamiliar words from the context on topics related to his/her field and interests. […]) p.72
Who´d be a man for a day? / B1 Reading for orientation (can scan longer texts in order to locate desired information […]) p.70 / Identifying cues and inferring (can identify unfamiliar words from the context on topics related to his/her field and interests. […]) p.72
Writing
Writing station: Using link words for text construction / B2 Overall writing (can write clear, detailed texts on a variety of subjects related to his/her field of interest […]) p.61 / Planning (can plan what is to be said and the means to say it, considering the effect on the recipient/s) p.64 / Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics […]) p.112
Compensating (can use circumlocution and paraphrase to cover gaps in vocabulary and structure) p.64 / Vocabulary control (lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication) p.112
Monitoring and repair (can correct slips and errors if he/she becomes conscious of them or if they have led to misunderstandings […]) p.65 / Grammatical accuracy (shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding) p.114
Orthographic control (can produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions. Spelling, punctuation and layout are reasonably accurate […]) p.118
Flexibility ( […] can vary formulations of what he/she wants to say) p.124
Thematic development (can develop a clear […] narrative expanding […] his/her main points with relevant supporting detail […]) p.125
Coherence and cohesion (can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse […]) p.125
Propositional precision (can pass on detailed information reliably) p.129
A politically correct version of a children´s story / B2 Creative writing (can write clear, detailed descriptions of […] imaginary events […] following established conventions of the genre concerned) p.62 / Planning (can plan what is to be said and the means to say it, considering the effect on the recipient/s) p.64 / Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics […]) p.112
Compensating (can use circumlocution and paraphrase to cover gaps in vocabulary and structure) p.64 / Vocabulary control (lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication) p.112
Monitoring and repair (can correct slips and errors if he/she becomes conscious of them or if they have led to misunderstandings […]) p.65 / Grammatical accuracy (shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding) p.114
Orthographic control (can produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions. Spelling, punctuation and layout are reasonably accurate […]) p.118
Flexibility ( […] can vary formulations of what he/she wants to say) p.124
Thematic development (can develop a clear […] narrative expanding […] his/her main points with relevant supporting detail […]) p.125
Coherence and cohesion (can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse […]) p.125
Propositional precision (can pass on detailed information reliably) p.129
Mastering: An opinion essay “Most high level government jobs are done by men […]” / B2 Reports and essays (can write an essay […] which develops an argument, giving reasons in support of or against a particular point of view […]) p.62 / Planning (can plan what is to be said and the means to say it, considering the effect on the recipient/s) p.64 / Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics […]) p.112
Compensating (can use circumlocution and paraphrase to cover gaps in vocabulary and structure) p.64 / Vocabulary control (lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication) p.112
Monitoring and repair (can correct slips and errors if he/she becomes conscious of them or if they have led to misunderstandings […]) p.65 / Grammatical accuracy (shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding) p.114
Orthographic control (can produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions. Spelling, punctuation and layout are reasonably accurate […]) p.118
Flexibility ( […] can vary formulations of what he/she wants to say) p.124
Thematic development (can develop a clear […] narrative expanding his/her main points with relevant supporting detail […]) p.125
Coherence and cohesion (can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse […]) p.125
Propositional precision (can pass on detailed information reliably) p.129
Grammar
Language booster: Reflexive pronouns / B2 / Grammatical accuracy (shows a relatively high degree of grammatical control […]) p.114
Vocabulary
Working with words: Politically correct vocabulary / B1 / Vocabulary range (has a sufficient vocabulary to express him/herself […] p.112
Vocabulary control (shows good control of elementary vocabulary […]) p.112
Extras
Internet project (your reasons for choosing the person) / B2 Overall writing production (can write clear, detailed texts on a variety of subjects related to his/her field of interest […]) p.61 / Planning (can plan what is to be said and the means to say it, considering the effect on the recipient/s) p.64 / Vocabulary range (has a good range of vocabulary for matters connected to his/her field and most general topics […]) p.112
Compensating (can use circumlocution and paraphrase to cover gaps in vocabulary and structure) p.64 / Vocabulary control (lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication) p.112
Monitoring and repair (can correct slips and errors if he/she becomes conscious of them or if they have led to misunderstandings […]) p.65 / Grammatical accuracy (shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding) p.114
Orthographic control (can produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions. Spelling, punctuation and layout are reasonably accurate […]) p.118
Flexibility ( […] can vary formulations of what he/she wants to say) p.124
Thematic development (can develop a clear […] narrative expanding his/her main points with relevant supporting detail […]) p.125
Coherence and cohesion (can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse […]) p.125
Propositional precision (can pass on detailed information reliably) p.129
Learning strategies: Collecting data with mind maps
EU 2: VIOLENCE
Listening
Cinema Poem
A news story on children and violence / B2 Listening as a member of a live audience (can follow the essentials of […] talks […] which are propositionally and linguistically complex) p.67 / Identifying cues and inferring (can use a variety of strategies to achieve comprehension, including listening for main points […]) p.72