Oral skill

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After listening audio 1, the assessment chart was made taking into account CEFR descriptors. Due to the fact that it is an oral test, just the spoken CEFR descriptors have been considered. Futher to this, evidences from audio 1 have been key factors to select descriptors from spoken reception, spoken interaction and spoken production. It is also of the utmost relevance others aspects such as fluency, pronuntiation, sociolinguistic or coherence and cohesion.

According to CEFR descriptors, Sole, the student, seems to be A1 level. Doubtless to say that she is able to develop most of A1 level expectations. She understands perfectly the interlocutor following his indications. Moreover, when the examiner tells her a short story with pictures, not only does she get the main information but she can also retell the story. Further to this, Sole gives evidences in her vocabulary, phrases and sentences to manage some topics concerning to A1 level. Some examples could be greetings, animals, plants, family, weather, places, retelling a short story, describing and contrasting pictures looking for differences or talking about her family. For instance: she mentions words such as dog, car, tree, market, supermarket, bus station, cloudy, sunny, mother, dad, sister and so on. Finally, her pronunciation and fluency are regarding to A1 as well. In fact, what surprises me more is that when moving on the next activity, Sole, can do it smoothly.

Obviously, there are benefits of using CEFR descriptors in CLIL classrooms. First of all, they are great tools to design lesson plans in order to offer our pupils useful learning. Furthermore, our students could do their own self-assessment with I can….descriptors. Finally, they are the general reference to prepare our kids for CEFR test. Thus, we should use them in our teaching practice.