1. English Language Competences:
planning …
(through Modernized Curriculum analysis
perspectives)
presenter: Olga Morozan,
senior lecture, IŞE, Master Degree in Psychology,
English teacher, “Mihai Eminescu” Lyceum, Chişinău

2. Presentation’s objectives:
 Modernized Curriculum:
premises and changes,
 Common European Framework
Reference ,
 European Language Portofolio,
 Modern Curriculum versus
Lesson planning.

3. Premises of Curriculum changes:
 New societies needs….
=>Promote the modernization of
educational process,
so of the educational system.

4.  a new Curriculum
to reflect
the “planning-teaching-learning-
evaluation”
relationship.
Stages of Curriculum transformation
from 2001 to 2010 period:
 Content-centered=> Objective-centered =>
Competence-centered !!!

5. Definitions:
 Content: that which is contained; subject matter;
substance; the amount of material contained
(en.wiktionary.org/wiki/content)
 Objective: the clearly defined, decisive, and
attainable goals towards which every operation/act
should be directed.
 Competence: a state or quality of being
adequately or well qualified; ability.

6. Basic inspired documents/acts:
 2001- Common European Framework
Reference (CEFR) for Language
Competences;
 2000- The European Language Portofolio: a
Guide for Teachers and Teacher Trainers.

7. Common European Framework Reference
(CEFR)
The origin of CEF? The Council of Europe (an organization to
include ~~50 countries) began to develop CEFR in 1991,
promoting the goal of developing European Identity while
recognizing the importance of different cultures
(language!!!).
What is CEF?
A carefully developed descriptive framework with the aims to:
 To encourage the development of language skills, so that
people could be working more effectively,
 to examine and define what we can do with a language,
 to help us compare the language level of individuals from
different countries in an accurate and impartial way,
 To encourage learner ’s autonomy and lifelong learning.

8. CEFR structure:
It consists of 2 parts:
 The Descriptive Scheme – a tool for reflecting on
what is involved not only in language use, but also
in learning and teaching (descriptive skills,
competences, strategies, activities, domains and
conditions, and constraints that determine language
use);
 The Common Reference Level System - scales of
illustrative descriptors that provide global and
detailed specifications of language proficiency
levels for different parameters of the scheme.
(Can do)!!!

9. The descriptive scheme:
Language Competences
The Descriptive Scheme focuses on the actions
performed by persons who as individuals and as social
agents develop a range of general and communicative
language competences.
General competences of a language user/learnern
comprise 4 sub-competences:
+ ability to learn (know how
to learn): the ability to engage
in new experiences, and to
intergrate new knowledge
into existing knowledge.

10. Communicative competences
Involve knowledge, skills and attitudes for each of the
following 5 components:
1. Linguistic competence:
deals with formal characteristics of
a language, such as phonology,
morphology, lexicon and syntax
(the structure of a language);
2. Discoursive competences:
capacity to build and organize
an oral discourse;

11. Communicative competences (2)
3. Sociocultural competences:
conserns the sociocultural conditions
of language use such as e.g.
politeness rules or social group
repertoires;
4. Pragmatic competences:
covers the functional use of language, for example the use
in specific scenarios of how to
act in a given social event or how
to participate in a job interview.

12. Communicative competences (3)
5. Intercultural competences:
covers the knowledge of cultural values
of the language speaking countries.
___________________________________________________
!!!General Conclusion
on Communicative
competences =>

13. Language activities
On the basis of general and communicative
language competences the language user/learner
applies skills and strategies that are suitable to perform
tasks in the following oral/written language activities:
-Reception; -Production;
-Interaction; - Mediation (i.e. sumarizing,
paraphrasing,
interpreting
or translating).

14. Linguistic Domains
The contextualization of these language activities in
specific domains implies activating language processes of
producing and receiving spoken/written discourses/texts.
The language activities happen within 5 domains of
language use such as:
a. Communication;
b. Culture;
c. Community;
d. Comparison;
e. Connexion.

15. Definitions of domains:
!!!Match the right definition to the following domains:
“communication, culture, community, comparison, connexion”:
a. develops a proper and adequate response to a social request;
(communication)
b. develops interdisciplinary competences: knowledge on linguistic
and cultural interferences;
(connexion)
c.develops methodic competences; self-formation, self-guiding, and
self-evaluating skills;
(comparison)
d.regards intercultural aspects (knowledge about other countries and
their personalities);
(culture)
e. develops civic competence: attitudes and values formation.
(community)

16. 1. Listening
2. Reading UNDERSTANDING
3. Spoken interaction SPEAKING
4. Spoken Production
5. Written Interaction WRITING
6. Written Production

17. Common Reference Levels of Language
Proficiency
What are the CEF levels? There are 3 broad divisions divided into 6
global levels (A1, A2, B1, B2, C1, C2)
Descriptors
Proficient/ C2 (Mastery) Native speakers level in everyday life and work-related situations.
Competent
user
C1 (Effective
Operational
Proficiency)
Almost native speaker level in everyday life and work-related
situations, presentations, reports, instructions and explanations in
detail,
Independent B2 (Vantage) Puts complex information into practice both in everyday life and
in work situations, presentations and meetings.
User B1 (Threshold) Can understand, communicate and put into practice standard
information both in everyday life and in work- related situations.
Basic A2 (Way- stage) Understands and communicates any important information both
in writing and orally.
User A1
(Breakthrough)
Understands and communicates simple personal and work-related
messages.
Listening Reading Speaking Writing

18. Common Reference Levels of Language
Proficiency (2)

19. CERFA1 A2 B1 B2 C1 C2
U n d e r –
s t a n-
d i n g Listening
I can
understan
d familiar
words
and very
basic
phrases
concernin
g myself,
my family
and
immediat
e concrete
surroundi
ngs when
people
speak
slowly
and
clearly.
I can
understand
phrases and the
highest
frequency
vocabulary
related to areas
of most
immediate
personal
relevance (e.g.
very basic
personal and
family
information,
shopping, local
area,
employment). I
can catch the
main point in
short, clear,
simple
messages and
announcements
.
I can understand
the main points of
clear standard
speech on familiar
matters regularly
encountered in
work, school,
leisure, etc. I can
understand the
main point of many
radio or TV
programmes on
current affairs or
topics of personal or
professional interest
when the delivery is
relatively slow and
clear.
I can
understand
extended
speech and
lectures and
follow even
complex
lines of
argument
provided the
topic is
reasonably
familiar. I
can
understand
most TV
news and
current
affairs
programmes.
I can
understand
the majority
of films in
standard
dialect.
I can
understand
extended
speech even
when it is not
clearly
structured
and when
relationships
are only
implied and
not signalled
explicitly. I
can
understand
television
programmes
and films
without too
much effort.
I have no
difficulty
in
understand
ing any
kind of
spoken
language,
whether
live or
broadcast,
even when
delivered
at fast
native
speed,
provided. I
have some
time to get
familiar
with the
accent.

20. A1 A2 B1 B2 C1 C2
U n d e r s t a
n d i n g Reading
I can
understand
familiar
names,
words and
very simple
sentences,
for
example on
notices and
posters or
in
catalogues.
I can read
very short,
simple texts.
I can find
specific,
predictable
information
in simple
everyday
material
such as
advertisemen
ts,
prospectuses,
menus and
timetables
and I can
understand
short simple
personal
letters.
I can
understand
texts that
consist
mainly of
high
frequency
everyday or
job-related
language. I
can
understand
the
description
of events,
feelings and
wishes in
personal
letters.
I can read
articles and
reports
concerned
with
contempora
ry problems
in which the
writers
adopt
particular
attitudes or
viewpoints.
I can
understand
contempora
ry literary
prose.
I can
understand
long and
complex
factual and
literary
texts,
appreciatin
g
distinctions
of style. I
can
understand
specialised
articles and
longer
technical
instructions,
even when
they do not
relate to my
field.
I can read
with ease
virtually all
forms of the
written
language,
including
abstract,
structurally
or
linguisticall
y complex
texts such as
manuals,
specialised
articles and
literary
works.

21. A1 A2 B1 B2 C1 C2
S p e a k i n
g
Spoken
interaction
I can interact in a
simple way
provided the other
person is prepared
to repeat or
rephrase things at
a slower rate of
speech and help
me formulate what
I'm trying to say. I
can ask and
answer simple
questions in areas
of immediate need
or on very familiar
topics.
I can
communicate
in simple and
routine tasks
requiring a
simple and
direct
exchange of
information on
familiar topics
and activities. I
can handle
very short
social
exchanges,
even though I
can't usually
understand
enough to keep
the
conversation
going myself.
I can deal with
most situations
likely to arise
whilst
travelling in
an area where
the language is
spoken. I can
enter
unprepared
into
conversation
on topics that
are familiar, of
personal
interest or
pertinent to
everyday life
(e.g. family,
hobbies, work,
travel and
current
events).
I can interact
with a degree
of fluency and
spontaneity
that makes
regular
interaction
with native
speakers quite
possible. I can
take an active
part in
discussion in
familiar
contexts,
accounting for
and sustaining
my views.
I can express
myself fluently
and
spontaneously
without much
obvious
searching for
expressions. I
can use
language
flexibly and
effectively for
social and
professional
purposes. I can
formulate
ideas and
opinions with
precision and
relate my
contribution
skilfully to
those of other
speakers.
I can take part
effortlessly in
any
conversation
or discussion
and have a
good
familiarity
with idiomatic
expressions
and
colloquialisms.
I can express
myself fluently
and convey
finer shades of
meaning
precisely. If I
do have a
problem I can
backtrack and
restructure
around the
difficulty so
smoothly that
other people
are hardly
aware of it.

22. A1 A2 B1 B2 C1 C2
S p e a k i
n g
Spoken
production
I can use
simple phrases
and sentences
to describe
where I live
and people I
know.
I can use a
series of
phrases and
sentences to
describe in
simple
terms my
family and
other
people,
living
conditions,
my
educational
background
and my
present or
most recent
job.
I can
connect
phrases in a
simple way
in order to
describe
experiences
and events,
my dreams,
hopes and
ambitions. I
can briefly
give reasons
and
explanations
for opinions
and plans. I
can narrate
a story or
relate the
plot of a
book or film
and
describe my
reactions.
I can
present
clear,
detailed
descriptions
on a wide
range of
subjects
related to
my field of
interest. I
can explain
a viewpoint
on a topical
issue giving
the
advantages
and
disadvantag
es of various
options.
I can
present
clear,
detailed
descriptions
of complex
subjects
integrating
sub-themes,
developing
particular
points and
rounding off
with an
appropriate
conclusion.
I can
present a
clear,
smoothly-
flowing
description
or argument
in a style
appropriate
to the
context and
with an
effective
logical
structure
which helps
the recipient
to notice
and
remember
significant
points.

23. A1 A2 B1 B2 C1 C2
Writing
I can write a
short, simple
postcard, for
example
sending
holiday
greetings. I
can fill in
forms with
personal
details, for
example
entering my
name,
nationality
and address
on a hotel
registration
form.
I can write
short, simple
notes and
messages. I
can write a
very simple
personal letter,
for example
thanking
someone for
something.
I can write
simple
connected text
on topics
which are
familiar or of
personal
interest. I can
write personal
letters
describing
experiences
and
impressions.
I can write
clear, detailed
text on a wide
range of
subjects
related to my
interests. I can
write an essay
or report,
passing on
information or
giving reasons
in support of
or against a
particular
point of view. I
can write
letters
highlighting
the personal
significance of
events and
experiences.
I can express
myself in clear,
well-
structured
text,
expressing
points of view
at some length.
I can write
about complex
subjects in a
letter, an essay
or a report,
underlining
what I
consider to be
the salient
issues. I can
select a style
appropriate to
the reader in
mind.
I can write
clear,
smoothly-
flowing text in
an appropriate
style. I can
write complex
letters, reports
or articles
which present
a case with an
effective
logical
structure
which helps
the recipient to
notice and
remember
significant
points. I can
write
summaries
and reviews of
professional or
literary works.

24. The European Language Portofolio
Each Language Portfolio is made up of three parts:
THE LANGUAGE PASSPORT, BIOGRAPHY and
DOSSIER.
1. The Language ‘Passport’–In this part of the
portfolio learners :
 reflect on their language learning experiences,
 define their language learning needs,
 and plan a learning route.
They can also summarize their intercultural
experiences and their exposure to the language in
a variety of contexts.

25. Samples…

26. 2. The Language Biography
This is a more detailed look at the learner’s
personal language learning experiences.
Learners are encouraged to look at their
own individual learning style and reflect on
personal language learning objectives,
usually by listing them.
Learners use self-assessment grids (often
called My Learning Progress) and score
charts to check their progress throughout
the Course.

27. Samples…

28. 3. The Language Dossier
This is a collection of learners’ work from throughout the
course.
Each student is responsible for compiling the dossier and,
with the teacher’s guidance, selecting examples of work
that best represents his or her personal achievements.
The dossier can include work taken from course book
activities, the workbook, or extra resource sheets.
It can include individual or group work and can be
compiled in written, audio, or video form.
Useful link:
www.coe.int/T/DG4/Portfolio/documents/
Guide-for-Users-April02.doc

29. Samples…

30. Modernized Curriculum…
Competenţe specifice
Receptarea mesajului oral
(cl.9)
Forme de prezentare a
conţinuturilor
Activităţi de învăţare şi
evaluare
1.1. Anticiparea elementelor de
conţinut al unui text pe baza
titlului/ imaginii;
1.2. Identificarea sensului global
al unui mesaj oral;
1.3. Determinarea tipului de
mesaj prin identificarea de detalii
de apreciere şi selectarea de
informaţii cheie din texte
autentice rostite clar şi cu viteză
normală;
1.4. Selectarea unor informaţii
relevante din fragmente de texte
informative, instrucţiuni, tabele,
hărţi pentru a îndeplini o sarcină
de lucru;
1.5. Recunoaşterea organizării
logice a unui text.
 Texte autentice de
complexitate medie;
 Înregistrări audio/ video sau
citite cu glas tare;
 Texte de informare generală;
 Articole de presă;
 Texte descriptive şi narative;
 Prezentări orale pe teme de
interes.
 Audierea înregistrărilor
audio/ video;
 Exerciţii de identificare de
informaţii;
 Exerciţii de confirmare a
sensului global dintr-un
mesaj oral;
 Exerciţii de înţelegere a
ideilor dintr-un text;
 Exerciţii de utilizare a unor
materiale de referinţă pentru
decodarea sensului unor
elemente de text.

31. The scheme of lesson plan procedure…
1.Why to do this? (Competence identification)
2.What to do? (Content selection)
3. With what to do? (Resource analysis)
4. How to do? (Learning activities setting)
5. How much is to be done? (Evaluating
instruments setting)

32. Long-term-planning scheme
Competences Subcompetences Content Nr h Date Note
Unit 1. 20h
From 5 domains by one
competence (5 at all per one
unit)
For each competence by
3 sub-competences
(for the entire unit)
Lesson1. Busy
Enough.
2h
1. 1.
2.
3.
Lesson 2. Time is
Money
2h
2. 4.
5.
6.
Lesson 3.Getting
Organized
2h
3. 7.
8.
9.
Lesson 4. Life at a
Glance
2h
4. 10.
11.
12.
Lesson 5. Literary
Focus…
2h
5. 13.
14.
15.
Lesson 6. Enjoying
free time or …
2h
Stop and Check 1h
Evaluation 1h
5 Competences for unit 2 Sub-competences for unit
2
Unit 2. 20 h

33. Unit Planning Unit Topic: total nr of h….
Subcompet
ences
Content Learning activity
(detailed procedure of the
lesson)
Materials Strategies Evaluatio
n
Date,
time
pacing
Note
From the
long-term-
planning,
Lesson
1.
Busy
Enough
Evocation 10.11.2
010
for e.g. unit
1 to be
selected
Realization of Meaning
those ones
that are
appropriat
e to lesson
Reflection
1 content Extension
Now select
for lesson 2
Lesson
2.
Evocation
Time is Realization of Meaning
Money Reflection
Extension
Till the end
of the unit
Leeson 3 Evocation…

34. Don’t be afraid to have an open-
minded look to so many
unknown and unfamiliar things
around us…
we have just to try to discover
them
unconditionally!
Success!