Mariam Gomez

COMMON EROUPEAN
FRAME
The most important metacategories used in the CEFR are activities and competences because
they describe the domain of knowledge of language or of an individuals language profile.
Communicative language activities
Is a description of what a learner is able to do with the language.
They can be divided into reception, production, interaction and mediation, each of which can
be accomplished orally or in writing, or in a combination of speaking and writing.

Reception: at this point one student (listener) has to be in silent the speaker has to pay
attention to understand and process all the information.
Production: Learners have to do works with the information and the things they already
know.
Interaction and mediation: It involves a complete process of receive messages,
understand them, make an answer and tell the answer. Here learners have to also
explain things using different words or explaining things in different ways.
Competences
Competences are based on the skills, abilities and knowledge of the learners. To work out the
activities, language users and language learners use competences, the competences depend
of the learner and how the learner acquired them in the course.
Relationship between competences and activities
The activities depend of the competences that learners are using, the competences tell us
what we have to do and what the student have to achieve.

Individual general competences

Psycho social competence or existential competence
These competences are directly connected with the learner personality and should be
considered in communicative or learning situations. The state of mind of the learner can affect
the way of learning in a good or bad way so it is important to always take in count their
attitude.

Social culture competences

This competence consists of knowledge, skills and existential competences relating to

the characteristics of a particular society. These include the features of daily life, living

Mariam Gomez
conditions, interpersonal relations, values, beliefs and behaviours, body language,
savoir-vivre or knowing how to behave.

Communicative language competence

It includes linguistic, socio-linguistic and pragmatic competences. Each of these made

up of knowledge, aptitudes and skills.

Mariam Gomez

COMMON EROUPEAN
FRAME
Which information in the presentation and in the experience of workshop 1
do you consider will be most useful? Why?
The competences and the activities, because everything that students are going to
learn depends of that.
How do you plan to use them?
When preparing the activities, take in count the different levels and make activities
according to each level.
What tasks related to the information will you be able to include for
participants in your future training programmes?
Activities that includes listening, reading, writing and speaking, like write a story,
dramatizing or read a story.
How can you teach activities and competences?
By connecting the competence with the activity, make one topic that can develop the
competence and the activity at the same time.
What is their place and role in the learning process?
The place of the teacher is to make sure that every part of the learning process is
done right and that everyone is improving, the role of the student is to follow and
learn everything that the teacher is teaching.
How do you envisage the interface between activities and competences?
The interface between activities and competences is that they depend from each
other, you cant do an activity if you dont have the purpose of that activity (the
competence), the competence tells you what things students need to improve and
with that you can plan an activity.
What do you think will be the role of conscious learning and what will be
acquired by practice in the two categories?

Mariam Gomez
The difference is that conscious learning, you are learning by memory and thats not
bad but at the moment that you forget something, you are going to forget everything
but with acquiring you are learning everything unconsciously and naturally so its
going to be easier to remember things because you do it like is something that you
are used to.

More specifically: what are the methodological options for the learning /
acquisition of vocabulary and grammar in the context of the ELP?
Exact structure of the language. Teaching students the right moment to use specific
words.
When can you say that a communicative language activity has been
mastered?
When students can use what you have taught them in a natural way, when they are
not thinking about what they have to do, they just do it.
How can teachers develop learner awareness of the two metacategories
(activities and competences) and help them to understand them?
By explaining them how things works and why they do what they do, showing them
examples and also, when they are working explain them what they are doing and how
that is going to help them to achieve all the competences.