Mara Paula Rivas Mrida

6to MPP

CEFR
The common European freamework provides a common basis for
elaboration of language syllabuses, curriculum guidelines, examination,
textbooks, etc. across Europe. CEFR is the reference people use along the
word to measure the English level someone has, to see if its capable to
write, speak, read and listen English correctly. The CEFR is intended to
overcome the barriers to communication.
Communicative Language Activities: Description of what a language user
or learner is able to do with a language.
Competences: Competences are acquired in the course of the learners
previous linguistic experience.
Activities and competences: Competences can be viewed as tool boxes
from which the user draws the resources to carry out activities but which
are modified and added to by communicative process.
Learning Skills: Involves skills, for example the ability to use efficiently
punctuation, grammar structures, and to write properly.

Mara Paula Rivas Mrida

6to MPP

1. Which information in the presentation and in the experience of

workshop 1 do you consider will be most useful? Why?
The most useful information is the activities that it presents and the
characteristics that it describes because it helps us to understand
better how to work with lover level students.
2. How do you plan to use them?
I plan to use them in class by making small groups for cooperative
learning, also by making workshops. For example one group works on
speaking, another one of writing and so on with the different skills.
3. What tasks related to the information will you be able to include for
participants in your future training programmes?
I would include games, role-playing, mimics, and characterization.
4. How can you teach activities and competences?
By doing them with the kids or giving them examples of how to do them,
also by doing them with the kids.
5. What is their place and role in the learning process?
For the teacher is to make the LP and putting it on practice at the time of
the class.
For students is just to participate on the activities that the teacher
provides.
6. How do you envisage the interface between activities and
competences?
Competences are useful because its what we want to acquire with
the students and the activities are how are we going to develop
them in the students.
7. What do you think will be the role of conscious learning and what will
be acquired by practice in the two categories?
The role of conscious learning should be more important because is when
kids learn by practicing, students should learn this way until they are
ready, first they should use the language, and understand it, and finally
learn it consciously.

Mara Paula Rivas Mrida

6to MPP

8. More specifically: what are the methodological options for the

learning/acquisition of vocabulary and grammar in the context of the
ELP?
Explicit descriptions, data, and operations. Grammar and vocabulary
needs to be acquired and learned to use it and formulate good
sentences for communication.
9. When can you say that a communicative language activity has been
mastered?
When students can think by themselves and se the language
accurately while communicating.
10.
How can
teachers develop learner awareness of the two metacategories
(activities and competences) and help them to understand them?
By making significant activities and empowering the student so they
believe they can do anything correctly, and also that they believe in
themselves when using English.